STUDENTS’ VOICES & EXPERIENCES WITH ACTION...

STUDENTS’ VOICES &

EXPERIENCES WITH ACTION

PROJECTS FOR

SUSTAINABLE DEVELOPMENT

A Thesis Submitted to the College of

Graduate Studies and Research

In Partial Fulfillment of the Requirements

For the Degree of Masters of Education

In the Department of Curriculum Studies

University of Saskatchewan

By

Sharla Lynne Scyrup

© Copyright Sharla Lynne Scyrup, April 2009. All Rights Reserved.

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PERMISSION TO USE

In presenting this thesis in partial fulfillment of the requirements for a Master of

Education degree from the University of Saskatchewan, I agree that the Libraries of this

University may make it freely available for inspection. I further agree that permission for

copying of this thesis, in full or in part, for the scholarly purposes may be granted by the

professor who supervised my thesis work or, in her absence, by the Head of the

Department of Curriculum Studies or the Dean of the College in which my thesis work

was completed. It is understood that any copying or publication or use of this thesis or

parts thereof for financial gain shall not be allowed without my written permission. It is

also understood that due recognition shall be given to me and to the University of

Saskatchewan in any scholarly use which may be made of any material in my thesis.

Requests for permission to copy or to make other use of material in this thesis in

full or in part, should be addressed to:

Head of Department of Curriculum Studies

College of Education

University of Saskatchewan

28 Campus Drive

Saskatoon, SK

S7N 0X1

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ABSTRACT

The United Nations General Assembly recognized the years from 2005 to 2014 as

the United Nations Decade of Education for Sustainable Development (DESD).

Students’ perspectives on education for sustainable development and student perceptions

on action projects for sustainable development are almost absent from the literature. This

thesis presents an analysis of students’ voices and experiences as a result of Youth Forum

2008 (a forum proposed to support high school students as action leaders in sustainability

projects) in three different case locations. The study attempts to understand students’

challenges with their action projects, examining them in the context of dominant

discourses and explores supports that can be put into place to facilitate students’

navigation toward their goals of completing successful action projects for sustainable

development.

This qualitative study was composed of a series of focus group recorded

conversations with ten high school student participants involved in three different school

sites who all attempted to complete action projects for sustainable development. Many

themes were identified: time, whether projects were extracurricular or curricular, school

community, teacher, teacher education, marks/evaluation, community engagement, youth

forum and technology. In the examination and interpretation many attractions and

distractions for the student participants were identified. By interpreting the students’

experiences through the language of the students, a deeper understanding of the dominant

discourses of schools and society and how they might limit the students highlights

broader ideas about students’ struggles and triumphs in education and with teaching. In

the conclusion, I suggest recommendations and I also suggest further avenues for

research.

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ACKNOWLEDGEMENTS

Special thanks must go out to a number of individuals who were instrumental in

the completion of this thesis. The success of this thesis would not have been possible

without the support of Dr. Janet McVittie. You have provided me with invaluable

guidance throughout this journey. Thank you for providing that space to allow me to

have my voice heard and for your incredible patience to listen! You have helped me to

learn more about myself. I have benefited from your wisdom and mentorship. I will

always be grateful!

My appreciation is extended to my committee members, Dr. Debbie Pushor and

Dr. Rick Schwier. Thank you for your contributions of insight and your advice. Your

suggestions encouraged me to strive to improve and greatly helped the quality of my

work. I consider myself very fortunate to have been able to benefit from your

outstanding academic example and to work with two such incredible teachers!

I would also like to thank Dr. Alec Aitken, my external advisor, for giving of his

time and wisdom and assisting me in the completion of my research.

My appreciation is also extended to Dr. Tim Molnar, my committee chair, for

keeping us all on track.

This research study would not have been possible without the time, voices and

opinions of the students who volunteered to participate. Thank you for sharing your life

and your action projects with me! You are my inspiration!

And last, but not least, thank you to my family for being there for me throughout

this journey! Thank you to my parents for listening to me and for letting me live with

you! Thank you to my Mom for the walks and the talks! Thank you to my fiancé, Trent

for being there for me and for being my rock.

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DEDICATION

This thesis is dedicated to the memory of my auntie Janice, my grandpa Steve and

my grandpa Ted. Even though you are not here with me, I know you will always be with

me. Thank you for being there and for always believing in me. You are my guardian

angels.

I also dedicate this thesis to my niece, Alyssa Ava and to my nephews, Austin

Alex and Ethan August. May your voices always be heard and may you always know the

value of education. Best of luck in your future endeavors! I know you will all aspire to

do many great things in this world and will all embrace “Be the change”! I hope you will

always value our environment and live in harmony with all things and especially with all

people! You are all my inspiration for a brighter future! I love you.

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Table of Contents

PERMISSION TO USE ......................................................................................... I

ABSTRACT .......................................................................................................... II

ACKNOWLEDGEMENTS ............................................................................... III

DEDICATION..................................................................................................... IV

TABLE OF CONTENTS .................................................................................... V

CHAPTER ONE MY RESEARCH JOURNEY ................................................ 1

Personal Background ...................................................................................... 1

Purpose of Research Study ............................................................................. 3

Research Question .......................................................................................... 4

Youth Forum and Action Projects ................................................................... 4

Potential Contributions of the Study ............................................................... 6

CHAPTER TWO LITERATURE REVIEW ..................................................... 7

Definitions: Sustainability, Sustainable Development and Education for

Sustainable Development ............................................................................................ 7

Relationships and Care ................................................................................. 10

Learning for Change ..................................................................................... 11

Transformative learning. ........................................................................... 11

Agency. ..................................................................................................... 12

Action and change..................................................................................... 14

Action competence.................................................................................... 16

Learning within the Community.................................................................... 17

Community engagement. .......................................................................... 17

Active citizenship. ..................................................................................... 18

Reflection / collaboration. ......................................................................... 19

Learning communities. ............................................................................. 19

Summary ....................................................................................................... 20

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CHAPTER THREE METHODOLOGY ......................................................... 21

Research Rationale ....................................................................................... 21

Research Design and Data Collection .......................................................... 23

Participants. ............................................................................................... 23

Observations. ............................................................................................ 24

Participant-Observations. .......................................................................... 24

Field notes. ................................................................................................ 25

Focus group interviews. ............................................................................ 26

Document collection. ................................................................................ 28

Research Trustworthiness ............................................................................. 28

Data Analysis / Interpretation ...................................................................... 29

Researcher Subjectivity ................................................................................. 31

Ethical Considerations.................................................................................. 32

Summary ....................................................................................................... 33

CHAPTER 4 THE STUDENTS’ EXPERIENCES ......................................... 34

ROCKY VIEW CAMPUS ....................................................................................... 34

Description and Interpretation of School Site .............................................. 34

Description of Students ................................................................................. 35

Paula. ......................................................................................................... 35

Suzy........................................................................................................... 35

Barb. .......................................................................................................... 35

Wilma. ....................................................................................................... 35

Description of Project ................................................................................... 36

BADLANDS DRIVE SCHOOL ................................................................................ 36



Caesar. ....................................................................................................... 38

Bob. ........................................................................................................... 38

Paul. .......................................................................................................... 38


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FLOWER POWER HIGH ....................................................................................... 39



Aster. ......................................................................................................... 40

Lily. ........................................................................................................... 40

Daisy. ........................................................................................................ 40

Buttercup. .................................................................................................. 40


DATA DESCRIPTION ........................................................................................... 41

Time............................................................................................................... 42

Extracurricular and Curricular .................................................................... 43

Marks/Evaluation .......................................................................................... 44

School Community ........................................................................................ 45

Teacher ......................................................................................................... 46

Schedule ........................................................................................................ 48

Teacher Education ........................................................................................ 48

Community Engagement ............................................................................... 49

Youth Forum ................................................................................................. 49

Technology .................................................................................................... 50

Summary ....................................................................................................... 52

CHAPTER 5 DATA DISCUSSION ................................................................. 53

Challenges and Triumphs ............................................................................. 54

Group work and collaboration. ................................................................. 54

Technology. .............................................................................................. 57

Teacher. ..................................................................................................... 58

Extracurricular. ......................................................................................... 60

Community engagement. .......................................................................... 61

Peer pressure. ............................................................................................ 64

Students’ Actions and Reactions ................................................................... 65

Actions. ..................................................................................................... 65

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Reactions. .................................................................................................. 66

The Community Workshop ............................................................................ 67

Challenges and triumphs specific to the community workshop. .............. 67

Actions and reactions specific to the community workshop. ................... 68

Students’ Advice on Action Projects for Sustainable Development .............. 70

My Reflection: My Experience with Action Projects for Sustainable

Development ............................................................................................................. 72

Summary ....................................................................................................... 75

CHAPTER 6 CONCLUSION ........................................................................... 76

Where do we go from here? .......................................................................... 76

Answering the Research Question ................................................................ 76

Recommendations ......................................................................................... 78

Suggestions for Future Research .................................................................. 79

Reflection ...................................................................................................... 83

REFERENCES .................................................................................................... 86

APPENDICES ..................................................................................................... 90

APPENDIX A: PARENT CONSENT FORM .............................................................. 90

APPENDIX B: STUDENT ASSENT FORM .............................................................. 94

APPENDIX C: TRANSCRIPT RELEASE FORM ........................................................ 97

APPENDIX D: SAMPLE LETTER TO THE SCHOOL BOARDS ................................... 99

APPENDIX E: SAMPLE FOCUS GROUP QUESTIONS ............................................ 102

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Chapter One

My Research Journey

Personal Background

My personal research journey into sustainable development began in 2007 when I

attended a youth forum in Regina with Dr. Janet McVittie. Students from Regina and

Moose Jaw met at the Royal Saskatchewan Museum, were welcomed by a keynote

speaker and attended sessions throughout the day. I attended sessions alongside the

students, conversed with them at nutrition breaks and even participated with them in the

‘break-out’ sessions. I was interested in their thoughts, their group projects, and the

reasons why they were attending the forum. But what really drew me was their passion

for sustainability. I wanted to know how to pass some of their passion onto other

students and transfer or transport it back to Saskatoon. I wanted to inspire teachers to be

involved in the half-day sustainability workshops at the University of Saskatchewan that I

offered following that youth forum. Since then, I have been reading about sustainability,

sustainable development and environmental education and have not seen much research

about students’ thoughts, opinions, ideas and passions around the topic.

I believe I was interested in sustainability long before I knew what sustainability

even was. I was raised to help my Mom, my Grandma and my Baba in their gardens in

the spring, summer and fall. As a family, we walked everywhere in town or we rode our

bicycles. At a young age, I helped start the recycling club at my elementary school. I

also taught both my Grandma and my Baba the importance of recycling. By grade three,

my Grandpa helped my sister and me build a compost bin and we became the town’s

youngest composters! I was also involved in 4-H and SRC (Student Representative

Council). Growing up, I was taught to appreciate people, respect nature, and take

initiative in many projects, which contributed to developing my leadership skills.

I was interested in environmental issues throughout my undergraduate university

career. I believed the more I could do for the environment, the better the world would be.

I walked, biked and rode public transit to University. I was involved in the Prairie

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Habitat Garden at the College of Education. I didn’t own a car until I moved away and

began my teaching career. As a teacher, I helped my students to be environmentally

conscious. They helped their families to recycle, compost, save energy, etc. We, as a

class, were involved in the recycling program at our school, we made homemade crafts at

Christmas time and we were involved in a city-wide tree planting program. My students

often came up with unique ways to be involved in the community and new ideas for

saving energy or preserving our natural habitat. My first experience with my students’

thinking about the social justice part of sustainability was when they suggested we make

our Christmas crafts, walk to a predominantly First Nations senior citizens’ home and

give them to the people and sing Christmas carols there. I thought it was a great idea;

however, I asked the students if they would also like to spend time creating their

Christmas crafts with their friends at the seniors’ home. The point of my story is that

space was made for students to share their thoughts and passions in our safe environment

and space was also made to listen and value students’ voices.

I believe students should be allowed to speak their minds and I believe teachers

should teach students empowerment and enable them to take action. I come from a

perspective where I believe that teachers should reciprocate an ethic of care (Noddings,

1992) with their students. I believe that students and teachers must develop relationships

with each other and model collaboration within the community as well. Although I live

in a world where there is a dominant discourse of constant competition, a hierarchy of

relationships and a system of punishment and rewards that I do not believe in. Dominant

discourse refers to “more than just language, but to saying(writing)-doing-being-valuing-

believing combinations” (Gee as cited in Gruenwald, 2004, p. 102). I teach from a

perspective of an ethic of care and I interact with others based on this perspective; this is

my filter and I live my life from this point of view. I teach and treat people with an ethic

of care and I believe they in turn, for the most part, learn to care. I interact cooperatively

and work collectively with people and try to encounter and work with people based on a

perspective of collegiality.

I continue to believe students’ voices are important and need to be heard. In my

role as a graduate student, I was involved in many initiatives and memberships where I

could broaden my space, listen to and support more students’ voices. I wanted to help

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students recognize the importance of sustainability and support students in their quest to

live sustainably. Being involved in the Saskatchewan Education for Sustainable

Development Network working group, I was able to bring my voice to the table where I

believe it could help students. I continue to want students to learn the curriculum while

taking meaningful community action on sustainability projects and making the public

aware that youth care about sustainable development. My involvement with the

Saskatchewan Regional Centre of Expertise on Education for Sustainable Development

(ESD) enables connections with members around the world and collaborative sharing on

any ESD topics or related discussions. I was also involved with an environmental,

ecological, sustainable development group (EES) in the College of Education at the

University of Saskatchewan where we discussed different topics and we did foster,

create, and collaborate on research and plans relating to a formal curriculum at a post-

secondary education level.

The main catalyst for my study was my realization that students were leaving the

youth forum in Regina sufficiently inspired yet insufficiently prepared to take action. I

believe students involved with group action projects should communicate effectively

within their groups as well as with other groups involved in action projects. By

communicating with other groups, I hoped they would develop pride and confidence in

their projects. Communication also links groups together by fostering their learning as

they verbally support each other’s navigation towards their goals.

Purpose of Research Study

The purpose of this study was to hear students’ voices in an attempt to understand

students’ experiences as they completed their action projects for sustainability. The

thesis presents an analysis of students’ experiences as a result of Youth Forum 2008 in

three different case locations. The study explores supports that can be put into place to

facilitate students’ navigation toward their goals of completing successful action projects

for sustainability.

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Research Question

My desire was to know more about the thoughts, perspectives and passions of

students involved in action projects for sustainable development.

• What are the experiences of selected students as they participate in a youth

forum for sustainability?

• What challenges do students’ identify or encounter as they develop and

work towards completing their action projects?

• What kinds of supports can be provided to facilitate students being

successful in their action projects?

Youth Forum and Action Projects

A youth forum is a process that brings students, teachers, and community partners

together to identify issues of local concern, then develop and implement action projects to

address them. The process involves one or more conference days where teams of

teachers and students participate in workshops and presentations in order to learn more

about sustainability and action planning.

The 1987 Brundtland Report defined sustainable development as development

that “meets the needs of the present generation without compromising the ability of

future generations to meet their own needs” (1987, p.43). Sustainable development, to

me, is defined as having three dimensions: environment (where the Earth’s resources are

able to sustain life and health with the ability to renew themselves), economy (where

development decisions, policies and practices do not exhaust the Earth’s resources and

also respect the cultural experiences of society), and society (where one lives in harmony

with nature and with each other).

Youth Forum 2008 was proposed to support Saskatoon high school students1 as

action leaders in sustainability projects. At the forum, teachers learned to facilitate and

support student projects; as well, students and teachers worked with a variety of local

1 We also invited a northern community to participate. They did participate and they did carry out

an action project, but I did not collect any data from them.

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experts2 and a multitude of government and non-government organizations. Students

were encouraged to develop action projects to make a positive difference in their

community (be it local or global) for one to three of the pillars of sustainable

development: social justice, environmental stewardship, and economic development.

Any project targeting one pillar needed also to support the other pillars. In this way,

projects would lead to a cleaner environment, a vibrant economy and greater social

equity. By inviting youth, and their teachers, as well as community members and NGOs,

a cooperative effort towards sharing responsibility for our sustainable society was

facilitated. Goals of the forum were developing understanding that students may be

stewards of Saskatchewan’s future and understanding how action projects may perhaps

lead students to become provincial, national or global leaders on issues of sustainability.

The complexity of sustainable development and the education associated with it

are acknowledged by Scott and Gough (2003) who noted that “we do not yet know what

we shall need to learn in relation to sustainable development … perhaps what we need to

be taught is how to learn and how to be critical in order to build our collective capacity to

live both sustainably and well” (p. xiv). Action projects highlighting empowerment and

youth engagement in schools while building community partnerships through

environmental and sustainability education are rarely incorporated into formal school

curricula. The youth forum helped to ensure students learned about action project

planning, supported students taking action towards the creation of long-term sustainable

communities, and tried to promote their successes.

The main goal of the forum was to help high school students become empowered

to take action to create more sustainable communities and to share responsibility with

youth in selecting, organizing, planning and implementing action projects. Action

suggests a conscious decision on the part of the students; they identify the issue of

concern and make a choice as to an appropriate response (Jensen & Schnack, 1997;

Jensen, 2004). We, as teachers, have the opportunity to teach critical thinking skills,

discuss conflicting world interests, and encourage students to process information and

create their own understanding of the world. Ultimately, we have the potential to 2 Local experts are defined as people and institutions with specific expertise such as solar heating,

water quality analysis, journalism, composting etc. who are willing to share their expertise with students.

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empower youth, especially at the youth forum, encouraging them to actively participate

in dialogues about sustainability issues (local or global) and to take appropriate action,

knowing that they can make a positive difference. Mahatma Ghandi’s words are a great

inspiration for students: “You must BE the change you want to see in the world”.

Potential Contributions of the Study

Students’ perspectives on education for sustainable development are almost

absent from the literature. Stevenson (1992) emphasized that the only way we can

understand adolescents is if we, as teachers, open ourselves to the lessons they can teach

us; this involves “an attitude that values children’s impressions and points of view about

their own circumstances” (p. 53). Thus, the focus of my research is listening to students’

voices as they converse about their experiences of engaging in and completing their

action projects for sustainable development. Through this sharing, I will identify

necessary supports to facilitate student action projects and to promote their stewardship

of our environment making a positive difference in our world.

The results of this study have the potential to influence teachers to facilitate

actionprojects with their students. Also, the study may alter the way teachers introduce

action projects to their students and even the way students interact and develop

relationships with one another. The benefit will be the supports identified to make it

more manageable for students completing action projects for sustainable development in

the upcoming years.

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Chapter Two

Literature Review

Definitions: Sustainability, Sustainable Development and Education for Sustainable

Development

The goal of sustainability is to develop “a capacity of human beings to

continuously adapt to their non-human environments by means of social organization”

(Hamm & Muttagi, as cited in Scott & Gough, 2004, p. 1). To develop it further,

humanity can only thrive if the capacity of the planet that supports its requirements is not

diminished. Scott and Gough (2004) stated “[H]umanity has to act with care” (p. 34).

Through sharing and caring, humanity can work together to support the planet, rather

than be consumers of the planet and neglect its care. Sustainability aims to promote

harmony among humans and between humanity and nature. Stables (2001) stated in

regards to the debate over the language of the terms:

whatever our broader philosophical assumptions – whether we see ourselves as

scientific realists, critical realists, post-foundationalists, or even relativists –

language permeates our lives as environmental educators. ‘Sustainability’ is a

word. Like all words, it relates to something outside itself, but, like all words, its

precise meaning is always dependent on the context in which it is used. Given the

possibility that we might eventually fail to sustain life on this planet, or, at least,

diminish its richness, then there seems little of more importance than pursuing the

debate about what we mean by this term, what we might mean, and what the

adoption of such a meaning might lead us to do. (p. 127)

“Pursuing the debate”, in this sense, would clearly itself be a process of learning.

There seems to be little agreement among researchers as to the goal or even the

definition of sustainable development (Jickling, 1994; Huckle, 1991; Hopkins et al.,

1996). Analysis of the term has not yet identified sufficient criteria to explain common

definitions and understanding. Both terms of “sustainability” and “sustainable

development” have been defined in a number of competing ways, at the theoretical level,

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for practical purposes by policy makers, and by professionals in everyday usage. The

definitions are a set of contested ideas, rather than a settled issue. Dobson (1996), for

example, has recorded over 300 definitions of sustainable development. The extent of

contestation surrounding these terms is illustrated by, for example, the work of Sachs

(1991) who saw the linking of environment and development as a “dangerous liaison”,

and Hopkins et al. (1996), who saw sustainable development education as the focus of an

“international consensus” ( p. 2). However, exactly what is of interest in particular cases

may vary a great deal. This is sometimes, but not always, reflected in the language used.

For example, according to Scott and Gough (2003), “there are those who use the word

‘sustainability’ as a preferred alternative to ‘sustainable development,’ thus perhaps

avoiding perceived connotations of the word ‘development’ (for example, Huckle, 1996)”

(p. 12). It appears that there are those who are troubled by questions of logical

consistency when "sustainable" is juxtaposed against "development" (Padua, 1993).

As mentioned earlier, Gro Brundtland, the woman whom the Brundtland

Commission (1987) was named after, described sustainable development as development

that “meets the needs of the present generation without compromising the ability of

future generations to meet their own needs” (World Commission on Environment and

Development (WCED), 1987, p. 43). The Brundtland Commission (WCED, 1987)

defined sustainable development as a process of change with the future in mind. I chose

to use this WCED definition throughout this thesis in reference to sustainable

development. In essence, in this thesis, sustainable development involves change where

the exploitation of resources, economic development, the direction of investments,

technological development and institutional change are harmonious and meet both

current and potential future human needs and aspirations for a healthier life. Sustainable

development does not occur where learning is not happening. Thus, “sustainable

development is inherently a learning process through which we can, if we choose, learn

to build capacity to live more sustainably” (Scott & Gough, 2004, p. 1). Sustainable

development can be regarded as a constant process of transformation of a society and

economy towards acting as caretakers for future generations of a planet that maintains

and nurtures life respectfully and holistically.

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Currently, we are immersed in the decade on Education for Sustainable

Development (ESD). The United Nations General Assembly recognized the years from

2005 to 2014 as the United Nations Decade of Education for Sustainable Development

(DESD). Agenda 21, the document resulting from the United Nations Conference on

Environment and Development (UNCED), also called the Earth Summit, held in Rio de

Janeiro, Brazil in 1992, individually defined goals of ESD and called for education in

every chapter. Chapter 36 of Agenda 21, ‘Promoting Education, Public Awareness, and

Training’, specifically identified four major thrusts: (1) improving the quality of and

access to basic education, (2) reorienting existing education to address sustainable

development, (3) developing public understanding and awareness, and (4) training.

According to Mckeown and Hopkins (2003), “ESD carries with it the caveat that it

should always be implemented in a locally relevant and culturally appropriate fashion.

This caveat increases the likelihood of successful ESD programs while it decreases the

risk of importing inappropriate programs” (p. 119). The overall goal of the UN Decade

on Education for Sustainable Development (DESD) is “to integrate the values inherent in

sustainable development into all aspects of learning to encourage changes in behavior

that allow for a more sustainable and just society for all” (UNESCO, 2005). UNESCO

(United Nations Educational, Scientific and Cultural Organization) aims to promote the

DESD (Decade of Education for Sustainable Development) as an opportunity for

everyone in the world to benefit from education and learn the values, behaviours and

lifestyles needed for a sustainable future and for positive societal transformation.

Sustainable Development is a process of societal transformation where all learners

share and act. Scott and Gough (2004) stated, “Tuning into the rhythms of life support is

generally the benchmark of many indigenous peoples and sensitive local cultures” (p.

33). Hence, education for sustainable development means preparing everyone to care for

Mother Earth by respecting identity, justice, natural rhythms, social harmony, and a

shared future with fundamental requirements and supports for well-being. Education

begins to combine both its purpose and its process into a transformative function (Scott &

Gough, 2004). Thus, “acting and doing would become elements of assessment and

educational development as much as studying and communicating” (p. 34). In a

curriculum that emphasizes education for sustainable development, students learn to

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create the kinds of communities and style of governing, with shared responsibility and

accountability, where action is encouraged and care about and for the communities can be

developed.

Relationships and Care

Relationship lies at the heart of Noddings’ ethic of care. The power and

effectiveness of Noddings’ conception of caring, her agenda aimed at restoring care to

educational settings, the way teachers demonstrate relational ethics and her behavioural

stance can be transmitted to the next generation (Noddings, 1984, 1992). Natural caring,

explained Noddings (1984), “establishes the ideal for ethical caring, and ethical caring

initiates this ideal in its effort to institute, maintain, or reestablish natural caring” (p. 385).

Thus, a primary fidelity to people should guide our thinking during teaching and learning.

Staff at Environmental Middle School in Portland have enacted Noddings’ vision

of relational ethics in transformative ways and are striving to induct their youth into a

culture of care - care for their neighbours, community and region where they live. It

seems teachers there care; they “bring what they care about to their classrooms and draw

their students into a circle of care predicated on their desire for loving interactions among

people, social justice in the broader community, and connectedness to the place where

they live” (Smith, 2004, p. 74). They believe, by caring, it will be possible to better

prepare children to connect more deeply to their ecological communities which will

sustain their long-term health and well-being, and as well children’s connections to

others, the world and their natural environment. For Noddings (1992), the capacity to

care is based on a person’s knowledge of what it means to be cared for. For Smith (2004)

“care is sustained when those who are cared for in some way acknowledge and value the

mutual relationship they share with those who care for them” (p. 81). If children do not

have intimate experiences with nature directly, they are unlikely to be concerned about its

protection (Smith, 2004). Moving beyond human domination of Mother Earth requires

partnerships characterized by the reciprocal relationships that underlie the experience of

caring and being cared for. For some youth, “the education they encountered at

Portland’s Environmental Middle School helped them refine and enact a desire to care, to

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question and to be involved in the life of their community and region enabling a more just

and sustainable society be brought into being” (p. 77).

Learning for Change

Transformative learning.

Lange (2004) stresses “transformation is not just an epistemological process

involving a change in worldview and habits of thinking; it is also an ontological process

where participants experience a change in their being in the world including their forms

of relatedness” (p. 121). The process of knowing is a process of being and relating, thus

integral to the way we live. Teachers at Portland’s Environmental Middle School enacted

Noddings’ vision of care in seemingly transformative ways. According to Smith (2004),

“high test scores are simply a secondary benefit of an educational process whose primary

purposes involve connecting children more deeply to their community and the world and

then encouraging them to play a role in bringing about more justice and less

environmental destruction” (p. 74). People change their interactions with material,

physical, social, emotional realities, and they enact their sense of social and

environmental responsibility by getting involved in community. “When your mind, your

heart, your whole being becomes totally aware of being all and of the fluidity of all

things, then you have broken the program of disillusionment, fragmentation, and

alienation” (Krishnamurti, as cited in Lange, 2004, p. 121). Thus, when we

acknowledge the fluidity of life, that all things are animate and that we as humans are

only one species on this great, vast Earth, we can recognize our bodies, our hearts and our

souls as living in community and in harmony.

Snively and Corsiglia (2001) stated, “Traditional ecological knowledge tends to

be holistic, viewing the world as an interconnected whole. Humans are not regarded as

more important than nature” (p. 12). Traditional ecological knowledge (TEK) observes

that we are all relations and all life forms are interconnected and are to be respected. We

are not superior, but part of “the circle”, which contrasts sharply with Western Modern

Science’s (WMS) traditional view of humans dominating nature. Humans are one part of

the ecosystem, not a superior part, but a part. Accordingly, “discussions of differences in

the ways in which societies view plants and animals and develop resources, and the

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reasons why they do so, establishes a suitable base for discussions of environment,

appropriate technology, justice, and sustainable societies” (Snively & Corsiglia, 2001,

p.29). Thus, science and all subject areas must try to make sense and help all students

understand how education relates to action.

Agency.

Instone (2004) talked about a redefinition of nature and culture to relational

understanding where it is interactive and productive. Instone (2004) believed that “nature

is also inside us and beside us, just as we are inside and beside nature” (p. 132). It would

seem that nature and culture cannot be separated; they are mutually constructed. Once

human agency is decentred or agency is extended to the non-human world, we can no

longer think of human beings as separate entities having individual agency. Instone

(2004) expressed a belief that “representation denies the agency of the Other, leaving the

representor as the only actor in a one-sided constructivism” (p. 133). Once the move is

beyond representation to relational understanding, we will “envision a world that is co-

constructed by humans and non-humans. Co-construction blurs the boundary between

nature and culture and extends agency to non-humans—natural and artificial” (p. 133).

Thus, sustainable development is relational and students engaged in action projects for

sustainable development should transform to envision a world co-constructed by humans

and non-humans. This is important because it challenges researchers and:

engages us [researchers] in a process of not only unsettling conventional

categories but in the reconstructive work of building relations and alliances across

difference. It requires us to shift our attention from the discovery of what nature

‘is’ to focusing on the practices through which nature is manifested in social

action. (Instone, 2004, p. 134)

Therefore, students should be involved in this reconstructive work of building

relationships and partnerships across difference, etc. with humans and non-humans.

I believe that we, as humans have agency. I believe that those who believe they

have a voice and have agency are more likely to act to change the world than those who

believe they lack agency. I feel I have agency in my life and I choose to use it to better

our world. The conversations in which we participate in our daily lives both limit and

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focus our views of the world. There are things we would not see if we were not part of

these conversations; yet, the conversations also limit where we will focus and how we

will see.

Prior to my research, in my grade five classroom, I set up conversations where

students were encouraged to speak and to act. This way of teaching came from my

values. If my students had, until then, experienced teachers who dominated the

conversation, and if and when students spoke, teachers treated them as "precious” rather

than as genuine conversational partners, then my values possibly offered a different way

of conceptualizing the world to my students. In return, when they talked, they also

offered a different way of conceptualizing the world to one another and to me. When a

person is a member of the "discourse community" she/he believes she/he has the right to

speak and that what she/he says has the potential to alter the conversation. Each

conversation will have a distinct focus, thus limiting what can be seen, said and heard.

Alternatively, in a classroom where students are members of a shared discourse

community, they will expand each other's ability to imagine different ways of

conceptualizing the world. I limited my students by focusing their conversation. Also, I

believe I expanded their ability to imagine different concepts by valuing them as

members of the discourse community. The students in my grade five classroom also

limited and focused the conversation, while at the same time they expanded the ability of

others to imagine different concepts. “Discourses are ways of being in the world, or

forms of life which integrate words, acts, values, beliefs, attitudes and social identities”

(Gee as cited in Gruenwald, 2004, p. 102). Education is set up to promote an economic

system where schools are expected to comply with business-like standards of

accountability and the needs of students are ignored.

Schooling is an economic system where students are institutionalized to listen to

the bells ringing, to be in a certain class in a certain period, to have the day separated into

distinct classes with certain teachers teaching specific subject areas, to follow the rules

and then to be graded or evaluated based on one’s progress does seem to conform with

business-like standards of doing school. Student’s participation in extracurricular is for

enjoyment, recreation, socialization, and learning different skills. The extracurricular

activities in schools are similar activities to the ones we have all experienced.

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Extracurricular activities have different value in different schools and often students do

not get to decide what extracurricular activities are offered at their schools. Usually

extracurricular activities are slotted into certain periods like before school starts in the

morning or just after school finishes in the afternoon. According to Gruenwald (2004):

Chief among these conflicts is that general education continues to give uncritical

support to an individualistic, inequitable, and unsustainable growth economy.

“High stakes” testing and “world-class” standards, explicitly promoted to meet

the needs of the global economy, neglect knowledge of the truly high-stakes

social and ecological gambles inherent in global economic practices. (p. 79)

Standards-based schooling is justified by its intention to create students and nations

competitive in the “global economy”. Gruenwald (2004) explained that by examining the

language of students, it should be possible to seek a deeper understanding of the

dominant discourses and how they might limit students. I believe teachers have the

potential to show students various ways to imagine the world other than that of the

dominant discourse.

Action and change.

Youth at the youth forum often felt overwhelmed in relation to environmental,

health, social or economic problems. Taking action as part of learning is therefore a vital

element if students are to be empowered. Empowerment is belief in your own agency. I

think taking action provides students an opportunity to be hopeful, and hope presents a

sense of power to students that change is possible. Action is actively targeted at solving a

student-defined problem and involving students in deciding what to do. “Young Minds

2004” was an Internet-based project where young people from eight countries in Europe

communicated and explored the links between culture, health, youth and the environment

(Jensen, Simovska, Larsen, & Holm, 2005). One of the principles of the project involved

action and change orientation. Thus, the students’ ideas and visions had a crucial role in

deciding what actions should be taken, in this case, to improve the environment and

health in their schools and communities. According to Jensen et al. (2005), “the health

promoting school improves young people’s abilities to take action and generate change.

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Young people’s empowerment, linked to their visions and ideas enables them to

influence their lives and living conditions” (p. 10).

Action differs from activity, habits or routine behaviours. “To be characterized as

action, an activity should be intentional, decided upon by the participants and address the

root causes of the problem in question” (Jensen et al., 2005, p. 122). Action is an

individual’s decision; it is a conscious making up of one’s mind. Behavioural

modification is a change influenced or pressured by others; students are not necessarily

acting upon that change or intrinsically deciding to change (Jensen & Schnack, 1997).

Action-focused teaching, therefore, emphasizes the importance of close connections and

relationships between the school and the local community as well as practical, relevant

action as part of the teaching and learning processes. “We believe that education is vital

to the development of citizens who are able and willing to take informed action on

pressing social and environmental concerns” (Barrett, Hart, Nolan, & Sammel, 2005, p.

507). Thus, taking action as part of teaching and learning processes is to provide

meaningful learning experiences for students as active agents in bringing about informed,

positive, sustainable changes.

Students’ participation as active agents for change does not mean reducing the

responsibility of teachers; teachers’ responsibilities may increase (Jensen et al, 2005).

Teachers have to assume this responsibility for facilitating and supporting dialogue with

students. This would both limit and expand their agency to free them to leave the school

and engage in meaningful learning with their students. It also sets up a situation where

students and teachers are agents together, rather than the teachers being expected to be

agents and the students expected to be passive recipients of the curriculum. Jensen et al.

(2005) suggest the challenge is “to find a balance in which students are involved as active

partners and are taken seriously but teachers have an important role to play as partners in

the educational dialogue with students” (p. 13). The teacher’s role does not become less

important or less exciting; the teacher should fulfill the consultant role and be able to

perceive today’s problems from an action-oriented viewpoint.

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Action competence.

Action-oriented teaching and learning contribute to student ownership and the

development of their action competence. Action competence is defined as the “ability to

initiate and bring about positive change in health and environment problems” (Jensen et

al., 2005, p. 122). Thus, action competence is centered on the student’s ability to plan,

develop and implement positive change. Genuine student participation:

is conducive to the empowerment of and development of action competence

among children and young people, is conducive to effective learning and

contributes to the developing people’s identities of citizens rather than passive

consumers of various services, which contributed to the development of

democracy and social justice. (Jensen et al., 2005, p. 122)

Teaching and learning increase students’ abilities to create and envision the future

they want, reflect on those visions and make choices based on those visions (Barrett et al,

2005). Dominant educational discourses make it difficult for students to engage in

action-oriented environmental education. Barrett (2006) believed that in order to discuss

what knowledge students should learn and how they might learn it, educators must lead

an interrogation of dominant educational discourses. Examining dominant discourses

“will require attention to not only what we know, but also to how we have come to know

what we know. It will also require interrogation into how this knowing, whether it be

linguistic or embodied, serves to produce who we are” (Barrett, 2006, p. 509). Thus,

students and teachers can try to understand who we are, how we have come to know what

we know and who decides this dominant discourse. Engaging in action-oriented teaching

and learning is difficult.

Experiences and actions are closely linked. Without action competence, one

cannot become rich in experiences. Experiences “form very deep-lying structures in our

understanding of the world and in our practice” (Jensen & Schnack, 1997, p. 166).

Experiences are the results of continuous actions and actions are performed on the basis

of previous experiences that are the results of other actions, etc. Thus, one acts on the

experiences one acquires. “Perhaps common experience is the key notion in connection

with the qualitative transition from individual to collective action and in that way to

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development of action competence” (Jensen & Schnack, 1997, p. 177). The term

“common” is important since there definitely is something common, however,

perceptions will vary depending on prior experiences and personality. I do not think that

my actions are pre-set or predetermined based on my previous experiences; however, I do

think that my previous experiences may or may not influence me to act in a certain

domain of sustainable development possibly creating a stronger collective. For example,

I grew up in a small town and realized the value of community and have a tendency to

favour action in the social justice and environmental domain of sustainable development.

However, someone who grew up in a city may value the economic domain more based on

his/her prior experiences. Nevertheless, we can both transition to collective action due to

common interests in sustainable development. Thus, action competence is closely linked

to a person’s structured world of personal and common experiences.

Learning within the Community

Community engagement.

VanWynsberghe and Andruske (2007) argued that community service-learning

experiences that contribute to sustainable development can foster community

engagement. As an assignment, post-secondary students were to complete a community

service-learning experience. Post-secondary students were free to contribute to

conversations about sustainability in their class. The professors’ shared a belief that

sustainability is emergent and develops through dialogue. The university students chose

a wide variety of organizations for their community service-learning experiences, since

they did not feel limited by one definition of sustainability (VanWynsberghe &

Andruske, 2007). “Community service learning can introduce students to their roles as

engaged citizens in ‘affairs and their community’”(Dietz, as cited in VanWynsberghe &

Andruske, 2007, p. 350). Learning through community engagement offers a space for

interaction with a multiplicity of people and organizations. VanWynsberghe and

Andruske (2007) stated, “Students working in areas of environmental sustainability

seemed to have had the greatest number of positive experiences. The physical nature of

much of the work made it easy for those students to see their personal impact on the

environment” (p. 372). Students felt they contributed to their environment and helped the

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people. Community service-learning makes a difference; it makes a difference not only

to people in those organizations, but it also makes an impact on the student doing the

project. Thus, I believe that students involved in Youth Forum 2008 would see that their

own action projects involving community would make a positive impact on their schools,

on their communities, and on themselves.

Active citizenship.

Active citizenship offers students important and empowering learning

opportunities. “If not in schools, where else will students learn that responsible and

compassionate action can be both personally rewarding and effective in bringing about

change?” (Case, Falk, Smith, & Werner, 2004, p. iv). Social action can be a critically

thoughtful, engaging and rewarding dimension for students’ school experience (Case,

Falk, et al, 2004). Action projects with the goal of active citizenship will prepare

students to identify, plan and carry out solutions to problems within their school,

community or beyond. “The goal of active citizenship will be learned through

thoughtful, cooperative, and responsible action” (p. v).

Action projects encourage students to analyze social problems, formulate

thoughtful strategies, question assumptions and act responsibly on their beliefs as part of

active citizenship. Action projects are likely to foster deeper understanding and interest

in the curriculum. Action projects can make school “come alive” for students –

encouraging them to excel in studies often considered remote from “real-life” concerns

(Case, Falk, Smith, & Werner, 2004). Action projects help students see that action can

make a difference in the world – that there are responsible ways in which issues of social

justice can be addressed at local and global levels (Case, Falk et al., 2004). “Not only do

students benefit personally and academically, but also the quality of human life and the

environment can be improved” (p. vi). Thus, students’ action projects should contribute

to the betterment to society through their thoughtful, responsible, social action.

In school-based action projects, students typically work cooperatively with other

students on initiatives they help to identify, plan, and direct. Student action projects

range from the school-based community, to the local community, to the global

community. Regardless of their geographical focus, student action projects “can be

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placed on a continuum – with direct action (directly addressing a problem and effecting

change) at one end, and indirect action (influencing or using as intermediaries those who

hold power and who are in a position to effect change) at the other end” (Case, Falk et al,

2004, p. 86).

Reflection / collaboration.

The Youth Forum 2008 activities did “raise questions about, for example, the

need for students and teachers to engage in reflective and critical inquiry” (Barrett et al.,

2005, p. 510). These reflections focused on individual learning, as well as the collective

learning and stories of social actions too. The need for reflection and thinking critically

traversed cultures and brought new perspectives.

Collaboration is conducive to students’ motivation and commitment.

Collaboration according to Jensen et al. (2005) “contributes to developing a sense of the

‘other’: a sense for cultural, sociohistorical, political, geographical differences and

similarities regarding health and environmental issues and the ways that deal with them”

(p. 124). These interconnections are integral to students’ planning, communicating and

creating cross-cultural networks and collaborating to create a better future. Thus,

students should explore problems “in a broader perspective, should create joint visions

about a better world in the future and if possible, should take joint action together”

(Jensen et al, 2005, p. 125). Thus, cross-cultural collaboration and communication

allows for differing perspectives to unite for one common purpose and action together, a

“joint vision” for a better world.

Learning communities.

Learning communities are a place for innovation and an opportunity to become

immersed in deeper learning. The learner needs to be active during the process of

learning (Thorpe, 2000, p. 364). Learning communities foster and nourish a variety of

skills, including motivation and self-regulation, collaboration and team building that

ultimately serve students well when they enter the workforce and seek leadership

positions (Dodge & Kendall, 2004, p. 153). Another important dimension is the altered

role of knowledge in learning communities: "in learning communities, the development

of both diverse individual expertise and collective knowledge is emphasized. In order for

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students to develop expertise, they must develop an in-depth understanding about the

topics that they investigate” (Bielaczyc & Collins cited in Dede, 2004, p. 20).

Summary

The research on learning for change and learning communities does not address

the students’ voices and experiences. My research study will address the gap in the

research literature of hearing students’ voices and understanding their experiences as they

complete their action projects for sustainable development. It is important to read

literature about the ethics of care of individuals as I believe students need to experience

being cared for before they can care about the people, communities and environments

involved within their action projects. So, when I talk about sustainable development I am

also speaking of a culture and community of care. It is also equally important, then, for

me to investigate literature about relationships, collaboration, community engagement

and service learning with the goal that most students will develop a sense of being a part

of their communities as they carry out action projects in their community. Interaction,

dialogue and learning in community with others may have a profound impact on

communities and learners. The literature on action competence, change and

transformative learning has contributed to my understanding of action projects for

sustainable development. These projects have the potential to alter both teachers’ and

students’ ontology.

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Chapter Three

Methodology

Research Rationale

As a teacher, I had attempted to value students’ voice in the classroom and ensure

they felt that what they had to say was important to me. In my classroom, students had a

space where they felt they belonged and mattered, also creating a greater degree of

student choice and autonomy. The necessity of listening to the voices of my students in

determining my classroom learning environment and its scope also became increasingly

apparent to me in my graduate coursework.

The value of students’ voice is something I continue to appreciate and believe in.

Hence, in this research, I was interested in the views of students and what they brought to

the table. I wanted to establish a relationship with students through which I would come

to understand their experiences as participants in action projects for sustainable

development. Any research that explores the perceptions, views, opinions and voice of

students can best be addressed through qualitative research. Kirk and Miller (1986)

define qualitative research as an approach to social science research that involves

observing people in their own space and communicating with them in their own

language, on their own conditions. The students’ action projects created by the students

were definitely locally relevant and culturally appropriate meeting the requirements of

ESD (McKeown & Hopkins, 2003).

This research study was conducted as a multiple site case study with a qualitative

approach to inquiry in order to explore the views of high school students in completing

their action projects for sustainable development. It was multiple site case study, since

there were three different school sites, three different focus groups and three different

student designed action projects for sustainable development involved. The high school

students at each individual school site worked on a collective action project for

sustainable development. By using multiple sites, I was able to observe if the themes and

patterns from one site existed in another site. While the themes that arose in this research

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are not generalizable, a teacher reading the research might see how the results resonate

for his or her own students.

Case study involves fieldwork where the researcher learns about the phenomenon

through interactions with the research participants in their own environment. Yin (1994)

further emphasized studying the phenomenon in its own setting. Yin observed that

typically case study “investigates a contemporary phenomenon within its real-life

context, especially when the boundaries between phenomenon and context are not clearly

evident” (p. 13). In this multiple site case study, the phenomenon, the students’ views of

their supports and barriers, was intricately bound in the context of their own action

projects for sustainable development.

A case study design facilitates “an in-depth understanding of the situation and its

meaning for those involved” (Merriam, 1988, p. xii). A case study provides an

opportunity to observe the everyday situations of particular groups of students as

“complex social units” resulting in “a holistic account of a phenomenon” (Merriam,

1988, p. 31). The researcher attempts to depict a phenomenon and conceptualize it and

provides what is called “thick description” of the phenomenon; that is, statements that re-

create a situation and as much of its context as possible accompanied by the meanings

and intentions inherent in that situation (Geertz, as cited in Gall, Gall & Borg, 1996, p.

549).

There are several features of this research that reveal it as case study. “Case study

is the empirical investigation of a specified or bounded phenomenon” (Smith, as cited in

Mabry, 2007, p. 1). The research participants were part of a bounded phenomenon. The

research was bound in place. The groups belonged to a school division in Saskatoon and

they participated in the Youth Forum that was held at the University of Saskatchewan.

The research was bound by time, a five month period from February until June 2008 and

it was bound by the number of participants, three groups of high school students in three

different locations. Merriam identified four additional properties of case study as

describing process more than outcomes: they are “particularistic, descriptive, heuristic

and inductive” (Merriam, 1988, p. 11). The study was particularistic in that it focused on

three groups of students at three different locations as they participated in their own

action projects for sustainable development. The study was descriptive. The inclusion of

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rich description of setting and participants, meanings and intentions inherent in each

situation was documented. My study was heuristic in that it created new understandings

of students’ views about necessary supports that may need to be put into place or into

practice when completing their student action projects for sustainable development. The

emergence of themes about these students’ views and perceptions was inductive as data

were analyzed through the “constant comparative method whereby data gradually evolve

into a core of emerging theory” (Glaser & Strauss, as cited in Merriam, 1988, p. 144).

The exploration of my research question included gathering information through

participant observation and focus group recorded conversations to gain understanding of

their particular experiences. The students’ experiences were presented through a

description of group experiences by the researcher and through the students’ own words

as contained in the transcripts of conversations.

Research Design and Data Collection

Participants.

All participants in this study had attended Youth Forum 2008 in Saskatoon. All

participants in the Youth Forum attended high schools in Saskatoon or Île à la Crosse.

All were actively engaged in action projects for sustainable development. Each school

sent five to ten students to the forum, and the students in grades 9 to 12 from each school

formed one group with a common action project. At the youth forum, the students

listened to different speakers who were invited to spark interest in the students with their

choice of projects. Hence, I invited different kinds of speakers to the youth forum so

that, I believe, a greater range of ideas and options were opened in students’ discourses to

consider what was possible.

Upon registering for the Youth Forum, students were informed about the purpose

of my study through a letter of introduction where I asked for volunteers to participate in

the study. Purposeful sampling was used, since all the students who returned their

permission forms participated. Originally four case sites were chosen; however, early on

the participants in the fourth site were unable to commit to attending the youth forum and

were unable to commit to completing an action project for sustainable development.

Thus, three sites were chosen and were visited weekly for in-depth study and recorded

24

conversations. Information letters were sent home to ask parents’ permission for their

child’s participation in the study. The selected students were invited to sign letters of

assent and parents were invited to sign letters of consent (See Appendix A & B).

Observations of the groups of high school students occurred over the five month

period from February until June 2008. I observed the high school students at the first

Youth Forum on February 8th, 2008, and the last Youth Forum where students presented

their progress on May 14th, 2008. Also, I arranged to observe the students throughout

various group-work sessions that occurred during their extra-curricular hours, on their

own time at noon or after school as they met for their action projects and, in some

instances, observations were made during curricular hours. I established a schedule with

the students and their supervising teacher before beginning my observations. I tried to

observe by alternating noon hour and after school time in order to sample widely to

obtain as clear a picture of each site as possible.

Observations.

Observation gathering focused on obtaining descriptions of participants, activities,

interactions and the physical setting, in addition to more subtle factors such as nonverbal

communication, body language and unplanned activities (Merriam, 1988). Glesne (1999)

commented, the researcher must “note what you see, hear, feel and think and begin to

look for patterns to abstract similarities and differences across individuals and events” (p.

48). The need for the researcher to work on “making the familiar strange” (Glesne, 1999,

p. 44) was to constantly ask what a certain gesture, action or event meant. I attempted to

make the familiar strange by starting with broad observations and recording everything

possible, then observing the unusual, and moving finally to probe deeply into the

interactions with the groups, while I searched for contradictions and complexities.

Participant-Observations.

My role as a participant-observer assisted my involvement with these students in

order to establish a rapport with them. I met the students at the Youth Forum and had

previous, though limited, contact with them by virtual means (online registration and

emails). I assisted students throughout the Youth Forum and attempted to facilitate their

online discussion in the discussion board KIDS (Kids Involved in Discussion for

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Sustainability). The students did not often choose to use the online discussion board. I

was available through face to face interactions during my school visits to answer their

questions and to connect them with various experts to help them complete their action

projects for sustainable development. Also, I was available by email to the student

participants and some of them did email me to ask for help. By developing these

relationships with students, I had an opportunity to work directly with the students in

their groups. This helped me to gain an understanding of the challenges and barriers

students needed to overcome and the future supports students might require to complete

student action projects for sustainable development in the coming years. I needed to

remember to use my sophisticated instruments. “In situations where motives, attitudes,

beliefs, and values direct much, if not most of human activity, the most sophisticated

instrumentation we possess is still the careful observer – the human being who can watch,

see, listen…question, probe, and finally analyze and organize his direct experience”

(Guba & Lincoln, as cited in Merriam, 1988, p. 103).

Field notes.

Glesne (1999) reports the significance of field notes as the primary recording tool

for the qualitative researcher. She stated that field notes may take numerous forms; “that

you keep a field notebook, however, is vital” (Glesne, 1999, p. 49). Gall, Gall and Borg

(1996) point out the need for field notes that are detailed, concrete, include visual details

when appropriate, and are descriptive and reflective. A double-entry log was used to

support descriptive note taking of dialogue, settings, participants and their interactions, as

well as for recording researcher impressions for use in preliminary analysis. The

reflective process included the researcher’s personal journal and included information

such as “reflections on the methods of data collection and analysis, reflections on ethical

dilemmas and conflict, reflections on the observer’s frame of mind and emerging

interpretations” (Gall, Gall & Borg, 1996, p. 350). Field notes were taken during the

observations of the students as they met with their groups and worked on their action

projects in order for me to reflect on the details of students’ interactions.

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Focus group interviews.

Interviewing more than one person at a time can provide constructive information

and children, in particular, often need the encouragement and collaboration of others in

order to speak openly and honestly (Glesne, 1999). The advantages of group interviews

were that they stimulated respondents to state feelings and beliefs they would not have

expressed if not in a collaborative environment. On the other hand, what one person says

can turn the conversation in that person’s direction. Hence, group interviews enabled me

as interviewer to initiate and facilitate discussion while participants drew out the

perspectives of others in the group (Gall, Gall & Borg, 1996). I initiated the discussion

by asking students to share their experiences of completing their action projects.

Students who were participants in the in-depth study and recorded conversations

were selected based on my observations from the Youth Forum in February 2008. I tried

to interact with most of the students early that morning and then throughout the day

during the nutrition and lunch breaks. I talked briefly with some of the students about

what they wanted to do for their action projects. After the forum, I kept in contact with

teachers via email.

Each candidate selected needed to be a student in high school and to have

attended the youth forum. The selected group needed to be involved in an action project

for sustainable development at their school and I wanted both the male and female

population to be represented so that a wide variety of voices were included in the study.

The final requirement was that the potential participants needed to express interest in the

research study.

I conducted recorded conversations with three groups. In one focus group there

were two students and the other two groups had four students involved. It was on the

basis of these group interviews that I was able to determine the range or amount of

experience students had with action projects, their abilities and knowledge surrounding

sustainable development, their availability to meet in person with their group and online

for discussion, and their experiences in completing their action projects.

Recorded conversations were used in these focus groups as I wanted to hear as

much student voice as possible. I wanted students to feel they had a space where their

voices were heard and where one person’s thoughts, ideas and opinions were able to

27

spark conversation amongst the whole group. I facilitated the discussion in these

recorded conversations so that all students’ voices were heard. I was interested to find

out what students thought and knew. I felt the best way with this age group of students

(ages 16-22) to find out what they were thinking was to engage in relationships with them

and make them feel as comfortable as possible by providing the space necessary for them

to open up and share their thoughts. The recorded conversations occurred with three

focus groups of two to four students per group and they occurred after consultation with

the involved students regarding their schedules. The times of the interviews and the dates

were all set ahead of time once participation in the focus group was granted. All of the

focus group interviews were audio and digitally recorded in order to provide a complete

and authentic record of the interview. Both methods of recording were used to ensure

back-up of the data in the event that technical difficulties ensued and data was lost.

The first conversation took place at the beginning of April 2008 and was an

opportunity for me to get to know my participants personally as individuals. It was a

great opportunity for me to sense how the groups were working together. The questions I

asked varied depending on the conversation. The second conversation was held in May

2008 and enabled me to check in with individual students to see how their action projects

were progressing and what they needed to support them in completing it. This gave me

time before the next Youth Forum to put necessary supports into place for the students.

These supports were items like inviting different experts students found interesting and

relevant, searching and locating funding opportunities for students, or providing students

with the necessary technological tools or equipment for their presentations. The final

conversation occurred sometime at the end of May or early June and focused on students’

summarizing their experiences with their action projects that led us to converse about

implications for future action projects as well.

By utilizing recorded conversations, the students’ voices were heard and valued,

thus the conversation progressed naturally with questions asked from both parties as they

became relevant to the conversation. The need for a researcher to be an active listener

was stressed by Glesne (1999): “[I]n the process of listening to your respondents, you

learn what questions to ask” (p. 69). Thus, by listening to students’ conversations within

the focus groups, I became informed with what they were learning, what they knew and

28

were struggling with, as well as challenging them to voice their concerns and experiences

during our focus group conversations.

The three focus groups involved eleven students at three school locations. On two

different occasions, I interviewed Paula3, Suzy, Barb, and Wilma at Rocky View

Campus. Two different dates, I interviewed Bob, Caesar and Paul at Badlands Drive

School. Then, Bob and Caesar were interviewed at Badlands Drive School on three

different occasions. At Flower Power High, Aster, Lily, Daisy and Buttercup were all

interviewed two times.

Eleven was the final number of participants who agreed to participate and met all

the study’s requirements. Two male participants and nine female participants agreed to

participate. However, halfway through the study, one of the male participants quit the

study and his course that had got him involved in the study. He signed off on his

comments and allowed his recorded discussions from his focus group to still be used in

this study. Thus, ten participants were involved in the final interviews.

Document collection.

The documents collected in this study were artifacts including a student written

proposal for their action project for sustainable development, presentation outlines,

posters and letters of appreciation from the students. I could see what the students were

attempting from their proposals, presentation outlines and posters. Students’ emails were

also saved and documented. The students volunteered to share their work with me.

While I never asked them for their outlines, they felt I should know what their group was

doing, so they emailed me their progress or they printed a copy of their work.

Research Trustworthiness

Given the range of data collected, triangulation of data was possible to increase

the degree of confidence in the trustworthiness of research findings. “Methodological

triangulation involves checking data collected using one method with data collected using

3 All of the names of the students and the names of the schools are pseudonyms. I created and

assigned most of the pseudonyms for the students, however the students in Badlands Drive School chose

their own pseudonyms. Also, I created and assigned all the names of the schools.

29

another method” (Mabry, 2007, p. 10). For instance, I checked whether observations

confirmed information gathered from focus group interview transcripts. To ensure

additional confidence in the data and “comprehensive validation” (Mabry, 2007, p. 11),

participants reviewed the data collected from their own observations or interviews prior

to further dissemination. Thus, all participants were asked to read and edit interview

transcripts in order to ensure accuracy and completeness. My research supervisor had the

opportunity to read any data and offer input and perception, allowing for a comparison of

viewpoints, thus increasing the trustworthiness of my own interpretations. In addition to

triangulation and trustworthiness, a review by peers and colleagues with experience in

case study methodology provided a check on clarity and reason, logic of arguments and

adequacy of evidence (Mabry, 2007).

Data Analysis / Interpretation

Analysis of case study research commenced with the provision of thick

description of setting and participants. According to Gall, Gall and Borg (1996) by

creating thick description, the researcher:

looks for constructs that bring order to the descriptive data and that relate these

data to other research findings reported in the literature. A construct is a concept

that is inferred from observed phenomena and that can be used to explain those

phenomena. Researchers can also add depth to their descriptions by searching for

themes present in the phenomena. (p. 549)

Thick description enabled the recording and analyzing of meaning-making and

experiences in detail. Category construction occurred through the constant comparative

method of data analysis as segments of data (participants’ remarks, observations,

challenges, group conflict and events) were sorted into categories and through

interpretational analysis were linked by theory, patterns and themes (Gall, Gall & Borg,

1996). Categories were established in response to the research question and were

mutually exclusive and exhaustive (Merriam, 1988). The final categories were

representative of the participants’ experiences and the ‘thick description’ of the setting

and participants led to the development of “naturalistic generalizations” for the reader

(Stake, 1995). The generalizability of constructs and themes was also checked in this

30

multiple case study design. It involved noting if a particular theme occurring in one case

also was present in other cases. If something was found at one site, I would go back and

check if that particular theme was also found at the other sites and when and if it showed

up then it was a common theme. However, the distinctions between sites become more

apparent, since if something was found at one site and it did not show up at the other two

sites, then it was a difference between the two sites.

During the interviews and especially after the interviews, I made notes about the

topics and big ideas that seemed important to the group. On occasion, I would drive to

my next focus group interview after I had just finished one, so I ended up making my

notes on a tape recorder that was sitting on my passenger seat. It was a different way of

making field notes; I had to pretend that I was talking with someone and then I listened to

it and wrote it out when I got home.

Once the focus group recorded conversations were conducted, I analyzed the

students’ ideas in relation to my original research questions. Using constant comparison

analysis, I transcribed the conversations, classified the statements by tabbing my binder

with different coloured tabs and compared them to the other student conversations I

conducted. I was then able to determine whether the focus group conversations were

similar or different in order to develop themes of the possible relationships among the

data collected. The three dots located in the transcripts meant the students paused when

they were conversing. An example of the constant comparison analysis being used was

when students were asked about the positive influences of their action projects. I colour

coordinated my binder that contained all of the transcripts from all three of the focus

groups and two out of my three groups replied that their teacher was a source of positive

influence on their action projects, so I tabbed those particular statements with orange

tabs. I used orange tabs since orange tabs signified when students talked about their

schooling, green tabs when they talked about the youth forum, yellow tabs when they

talked about their action projects and pink tabs when they spoke about their group work.

As I worked through and analyzed the conversations of the focus group interviews, the

big ideas or themes were written on the tabs and the relationships among the data

emerged. Thus, the theme of teacher as a positive influence with students’ action projects

occurred in one case and was also present in one of the other two cases. As part of the

31

interpretation, I attempted to find my and my students’ limitations. I attempted to locate

the dominant discourse and how the conversations we lived in our daily lives limited our

views of the world. Also, I tried to show how my discourse limited me in how I viewed

the students and how I interpret what they said. Thus, I attempted to interpret how the

discourse that I and they were part of affected what we both believed was achievable and

worth achieving.

Researcher Subjectivity

I am a young, Caucasian, privileged woman. Acknowledging my age, race and

socio-economic status is vital to my role as researcher because each of these factors

influences my worldview and determines my access to the world. I am a graduate

student, a teacher, a researcher, an environmentalist, a daughter, a sister, and friend.

These characteristics are central to defining me as a person and these same characteristics

also immensely influence my decisions and choices as a researcher and determined

directions I took. Knowing my positioning helps the reader to understand how I

perceived the dominant discourses that bounded me as I worked with the students.

My roles as student and teacher are central to this study. These two roles are

intricately intertwined, each role influencing and being influenced by the other. I believe

teachers should be involved in students’ lives and I believe students should be allowed to

speak their minds. I believe teachers should teach students empowerment and action and

I also think students should be allowed to act as the brilliant young people they are and

not wait until they are adults to let their voices be heard. I believe young people will

convince others to take action and together we will live sustainably. In a world of

constant competition, it is my personal belief teachers can support students and provide

space at school to allow this to happen. These beliefs affect the discourses that I

participate in – what I am likely to interpret, the problems I am likely to see, and the

solutions I am likely to suggest.

“The researcher’s perspective has been described as more virtue than limitation,

and it is researcher interest that compels the determined efforts resulting in deep

understanding” (Mabry, 2007, p. 10). Thus, who I am and what I believe will highly

influence my perceptions, the focus of my discussions, my analysis and interpretation of

32

students’ experiences and emotions. By acknowledging the occurrence of this

subjectivity and the discourse that is dominant in my life, both I as writer and you as

reader will be aware of its presence.

Ethical Considerations

The risks to participants in this study were minimal and were further minimized

by using procedures consistent with sound research methodology. Written permission to

conduct this study was obtained from the participating school boards and administrators

of the schools involved. Written permission was also obtained from the University of

Saskatchewan Behavioral Research Ethics Board. Assent forms were given to student

participants and were signed before any interviews took place (see Appendix B). Parents

and guardians were given an information letter describing the study and letters of consent

for their children to participate (see Appendix A).

Participants in the study were assured their privacy and the privacy of the school

would be protected. The researcher ensured anonymity and confidentiality through the

use of pseudonyms and by masking the school locations and some characteristics of the

schools. I took my interim research text to some students to talk about it with them,

discuss their opinions and further shape the text as early as possible. Participants viewed

their transcripts after data collection and had ample opportunity to add, delete, or change

anything that was recorded, without penalty or coercion of any kind. Participants were

also asked to sign a statement of consent for the release of transcripts (see Appendix C).

Participants were informed they had the right to withdraw from the study at any time

without any kind of penalty or loss of services from their school or the University of

Saskatchewan.

I ensured all participants understood the purpose of the study and informed them

that this thesis, reports and possibly journal articles would be written and published from

the results of the study. All interview transcripts, audio tapes, digital recordings, and

field notes have been stored in a locked office at the University of Saskatchewan and will

be retained for a minimum of five years with my supervisor, in accordance with the

University of Saskatchewan guidelines.

33

Summary

This project employed qualitative research through a series of focus group

conversations and observations in a natural setting. Data were collected, organized into

categories of themes, analyzed, and then interpreted. As part of the interpretation, I

attempted to find my own and my students’ limitations. Trustworthiness was established

through the triangulation of data. Ethical considerations were taken into account and

followed.

My research purpose was to listen to selected students’ voices as they participated

in Youth Forum 2008 and to understand their experiences with action projects for

sustainable development. The contribution of my research study in the field of education

is bringing student voice to the determination and identification of the supports necessary

for educators to put in place as they work with students to successfully complete action

projects for sustainable development.

34

Chapter 4

The Students’ Experiences

There were three different school sites, three different focus groups and three

different action projects for sustainable development involved in my research study. The

students at each individual school site involved in the study worked on a collective action

project for sustainable development together. I will now describe each unique site.

Rocky View Campus

Description and Interpretation of School Site

I chose the pseudonym Rocky View because it is a small school on the brink of

closing its elective programs due to low enrolment. Hence, the school has had to focus

on higher enrolment courses such as required courses; thus I felt the school had a “rocky

view”, since elective courses were likely to be closed due to enrolment issues. Also, I

felt that the school had a “rocky view” or outlook of its future because of the

unpredictability of student enrollment due to the school’s location. At Rocky View, the

teacher whose students were involved in the Youth Forum and this study had created and

initiated an innovative, locally designed course, had it approved, and the students were

carrying out their sustainability projects as a requirement of the course.

The first time I visited Rocky View Campus, I thought it was an architecturally

pleasing school. Its creative design of “huge cascading windows allowing the sunlight to

pour into the grand interior” (field notes, May 8, 2008) warmed the foyer. I instantly

felt warmth from the sunlight in the foyer as I entered the school. Once I moved past the

foyer, the first item I noticed was the attractive display of all the sports trophies student

teams had won locked away inside a glass case.

I found my way easily, walking straight into the classroom where I was supposed

to be visiting with my participants. I noticed that the room was arranged comfortably

with plants, stuffed chairs and modern literature spread around the room. Students’ work

was carefully displayed on the bulletin board. The students politely greeted me, but

35

remained focused on the class discussion. This helped me feel welcome, since I could

slip into the classroom without disrupting what was happening. Student chairs and tables

were oriented towards one another for maximum eye contact, if they wanted to look at

who was speaking. It seemed as though the atmosphere was created so the students

would feel they contributed to the conversation.

While in the classroom, I observed that the students interacted candidly with one

another. All students were encouraged to express their opinions and the teacher was open

with the students, providing the class as a safe area for the students to be heard. The

students seemed comfortable enough with one another to voice their concerns. It was

great to observe the level of trust that the students had with each other and for each

others’ opinions.

Description of Students

A short description of each student is given to set the scene for the reader and to

help explain each person’s role. To protect each student’s anonymity, this description

will be quite brief. I assigned pseudonyms for Rocky View students. Other students

selected their own pseudonyms.

Paula.

Paula was a seventeen year old, grade twelve female student during the time of

the study.

Suzy.

During the study, Suzy was a seventeen year old, grade twelve female student.

Barb.

Barb was an eighteen year old, female student in grade twelve during the time of

the study.

Wilma.

At the time of the study, Wilma was a seventeen year old, grade twelve female

student.

36

Description of Project

While the students at Rocky View Campus worked on several action projects

together as a group, the sustainability challenge eco-workout week was the action project

discussed throughout the focus group recorded conversations. The students designed

many challenges for their whole school for one full week in early June. Some of the

challenges included a school wide, school yard and surrounding neighbourhood clean up,

a reduce your eco-footprint homeroom challenge that involved walking and biking to

school, a garbage free lunch day, a compost challenge where compost bins were put in

each classroom and the students would empty the compost into one large bin, and a

reduce, reuse, recycling bee. Also, the students had challenges of a garbage free lunch

day, petitions about greenhouse gas emissions to sign, speakers from Saskatchewan

Waste Reduction Council, SaskEnergy and SaskPower to talk about energy consumption

and several humanitarian organizations like SCIC were invited by the students to talk

with students at noon or in the morning on designated days. The students were

responsible for coordinating the events and working with teachers, staff and students at

their school and within their community to encourage participation.

Badlands Drive School


Badlands Drive is an alternative school located in a core neighbourhood. The

students had dropped out of other schools and were now returning as mature students to

earn their high school credits. The teacher, having chosen to work with this group of

students, planned and prepared individualized programming. I named it Badlands Drive

School, since students were in some type of trouble at their previous schools. I also

named the school after the Big Muddy Badlands located in southern Saskatchewan where

American outlaws hid out. It was fitting to the students, since they were “outlaws” from

mainstream schools, and yet had found a welcoming home in this one. I added “drive” to

the school’s name since the students upon returning to school were offered a chance to

“drive” their success in their program and “drive” down a different path into their future.

37

I was running a little late and felt a little frazzled my first time to Badlands Drive.

The little school was tucked away in the midst of a park cascading with trees and wide

open grassy spaces. When I opened the front doors, I felt quite comfortable, so much so

that my nervous choppy breathing calmed down to a shallow-paced lull. I met the janitor

and the secretary as I entered the school, as both their offices were near the entrance.

Since the administrator was expecting me, he popped his head out of his office and made

me feel welcome. It was just after lunch on a sunny April day and the school had such a

calm, serene feeling as I was escorted to the classroom. The ceilings seemed low for a

high school and the new paint was a nice, bright colour. “It felt like I was walking down

the hall in my old elementary school. The hallways looked renovated and the old staff

room was a converted student lounge with comfy couches, a microwave and a stereo”

(field notes, April 11, 2008). The halls were full of the students’ accomplishments –

student awards, professional-looking student-created artwork, slogans and inspirational

quotes, staff pictures and profiles all made for a very proud, personal, collaborative

school journey. I entered the small class and was greeted by students working

collaboratively at round tables with their laptop fans humming, intent on showing me

their progress. The students eagerly talked about their projects. The class had such a

casual, calm feel that might have come from the “work at your own pace in a style that

suits you” attitude of the teacher and staff.

After multiple email and phone conversations with their teacher, it had been

decided I could come and meet the students on a day when their classroom teacher would

be absent. The students shared their ideas with each other about their sustainability

projects and I shared my purpose of my research with them. I felt as though we were

making progress together by talking about the focus of their project and narrowing a

timeline of events relating to their project. The substitute teacher sat back at the desk.

With such a small group, it was evident that their own personal experiences and school

journey affected their projects and enabled them to bounce their ideas off each other.

That day, they shared many life stories as they worked with one another talking about

their experiences with gangs, talking about their families and why they wanted to create

awareness about gangs in their neighbourhood. I think this atmosphere and the students’

38

ability to talk to each other created a unique working experience and group dynamic at

Badlands Drive School.


Most students were assigned a pseudonym, however in this focus group, I gave

students the opportunity to choose their pseudonyms. When faced with the choice to

choose their pseudonym, one young woman in the group stated that she refused to have a

girl name. Hence, I think, she also influenced the other young woman in the group to

choose a boy’s name since her pseudonym was chosen directly following this young

woman.

Caesar.

During this study, Caesar was a mature female student (more than twenty years

old). Caesar was the student who chose the boy’s name first.

Bob.

Bob was a mature female student (more than twenty years old) during the period

of the research study.

Paul.

During the time of the study, Paul was an eighteen year old male student. Part

way through the study, Paul withdrew from the class that had involved him with the

research study, and thus also withdrew from this study. Nonetheless, although not

continuing in the study, he wanted his already collected data to remain in the study.


The students at Badlands Drive School decided that they wanted to plan a

community workshop designed to educate and develop awareness of issues of sustainable

development. Specifically, the two students created their own community workshop

promoting gang awareness within a specific urban community. The students designed

the entire gang awareness workshop to target the social justice domain of sustainable

development and they reflected the other aspects of sustainable development too. They

created advertisements such as posters, flyers and brochures promoting it and canvassed

39

neighbourhood homes with the brochures. They posted the flyers and the posters at

various schools and businesses to advertise the workshop. They emailed and called many

community volunteers requesting their time to speak at the workshop. They attracted

speakers on behalf of the city of Saskatoon, community associations, SCIC, CHEP,

Station 20 West, gang awareness unit, Agriculture and garden planners. The two students

solicited numerous businesses and organizations for donations of food and prizes for the

workshop. The students wanted their neighbourhood citizens to get to know their

neighbours in a safe setting and to present an array of resources for people to become

aware existed within their city. During our focus group taped conversations, we

discussed the community workshop action project.

Flower Power High


I named the school Flower Power High since it was a large school with a high

student enrollment located in an upper middle class neighbourhood where, to me, there

seemed to be a hierarchy of power relationships. The administration were hidden from

me “not visible from the front door” (field notes, April 21, 2008), where the secretary

answered all questions and when I asked, it seemed she could not “make an appointment

for me with the principal” (field notes, April 28, 2008).

Flower Power High was a rather substantial high school with a considerable

student population that I found tough to maneuver my first day. As I walked up to the

school, I noticed “the front door seemed hidden from the road” (field notes, April, 21,

2008). Walking into the school I did not know which direction to turn as there were three

different ways to go. In one direction there was a corridor leading to classrooms and a

staircase, the other way led to offices and what looked like the library and the third way

offered a view of neatly labeled classroom doors. With the help of a student I found

Room 12, a classroom with computers and a white board. It had an adjoining room with

a lounge area complete with a couch, microwave, comfy chairs, a sink, cupboards and a

lot of big blue recycling bins on wheels. Despite the fact that it was a difficult place for

40

me to find, I thought it was a perfect meeting space for a group of students because the

arrangement of furniture in the space had the potential to create conversations.

The teacher informed me that he had been assigned to work with the students. He

had a conflicting schedule and needed to fulfill his supervision duties, so I was going to

be ‘on my own’ with the students for their meetings. The students and I met together,

chatted openly about some issues in a round-table discussion format, and then we talked

about what project(s) the students were interested in completing. Because they were

meeting on their own time, we also talked about timelines. The meeting was very

business-like, much as the school was very formal and business-like; the students,

however, were committed to work collaboratively on an extra-curricular project. They

were very interested in working together to create a school group that cared and was

committed to taking action on environmental issues.


I also assigned Flower Power High students their pseudonyms.

Aster.

At the time of the research study, Aster was a sixteen year old, grade ten male

student.

Lily.

Lily was a grade twelve female student who was eighteen at the time of the study.

Daisy.

At the time of the study, Daisy was a seventeen year old, grade eleven female

student.

Buttercup.

Buttercup was seventeen years old at the time of the study. She was a grade

twelve female student.

41


As their action project, students at Flower Power High formed an extracurricular

eco-awareness club. They focused on promoting the group, sustaining membership of the

group and creating an awareness of sustainable development issues in their school. They

advertised for membership, held meetings, defined their role in the school and began a

system of recycling paper, cardboard, bottles and cans at their school. Students created

posters advertising their eco-club’s meeting time, location and their group’s purpose.

They were also allowed to advertise their group for two minutes at their school assembly.

The students wanted to change other aspects of their school such as hand-dryers in the

washrooms, recycling milk cartons, recycling batteries, composting and creating

environmentally friendly packaging or biodegradable products for their school cafeteria

to reduce waste. The group at Flower Power High talked about their extracurricular eco-

action group during our focus group recorded conversations.

Data Description

When interviewing participants about their experiences with action projects for

sustainable development, open-ended questions were asked so that the questions did not

create the themes. Using constant comparative analysis, I went through each of the

transcripts checking for ideas that were repeated forming themes of that transcript. Then,

the themes of each transcript were taken to other groups and conversations occurred and

questions were asked based on the themes. The main identifiers about their experiences

with action projects for sustainable development and the supports and challenges to

which participants referred included: resources, curricular and extracurricular groups,

marks and evaluation, school community, teacher, project schedule, teacher training, the

education system, the youth forum and technology. The following sections describe

these aspects and supports students identified as being important in regards to their action

projects and education for sustainable development.

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Time

Most participants agreed that they struggled to assemble necessary resources

when completing their action projects for sustainable development. The students felt

they lacked sufficient time to complete their projects.

At Flower Power High, Lily reflected that completing their action project on their

own time was about each student’s priorities. She stated, “as long as you have your

priorities set, everything can come into place” (transcripts, May 23, 2008, p. 10).

Buttercup brought out the personal side, stating that students want to do their own thing if

they have any spare time. Her friends “would rather go out at lunch” (transcripts, May

23, 2009, p.10). Lily liked to plan ahead, utilizing her time wisely. Lily commented,

“when you are more busy, you do things, like you can plan things ahead of time”

(transcripts, May 30, 2008, p. 8).

Meanwhile, at Badlands Drive, Caesar felt the pressure of school and the time

constraints of their action project. Caesar commented about feeling stressed, “I have an

hour in school [to work on the action project] and I work weekends from 6:30 a.m. until 3

p.m., then when I get home, I got to sleep and then the week days I have school crap that

I have to do. I have a lot of chemistry and math coming up, I have a chem test tomorrow

and a math test next week and it is just too much in too little of a time” (transcripts, May

1, 2008, p. 5). Caesar thought that other things in her life were compromised because of

school and her commitment to completing her action project. Caesar stated, “I know, I

have come to say goodbye to my social life totally” (transcripts, May 1, 2008, p. 6).

At Rocky View, Wilma commented about her school not providing any time. She

stated, “there wasn’t even a period…if there was a period we could have, like that would

have really rocked” (transcripts, June 12, 2008, p. 21). The course, although a credit

course, was brand new and was run at noon hour.

In Flower Power High, the teacher assigned to this role to be in charge of the club

had volunteered to do paid supervision at noon hour and had stopped attending the

meetings. The students wanted the support of an adult. Lily reflected, “I think that the

administration wanted someone who was in science and that is why they picked Mr. B,

but I don’t know, he kind of disappeared out of the picture” (transcripts, May 30, 2008, p.

4). There is competition for people’s time. Lily noted, “there is also competition

43

because there are also other clubs too that are in the school so people might be

convinced to join those groups instead of this one” (transcripts, May 30, 2008, p. 6).

Suzy related this all to time and involvement, “it is so hard to get people into things

outside of the classroom” (transcripts, June 12, 2008, p. 12).

At all sites, students felt pressured for time. They believed they did not have

sufficient time for doing what they wanted to do with their sustainability projects.

Extracurricular and Curricular

Students in Flower Power High worked on their action project during their

extracurricular time and did not receive credit in any courses for their action project for

sustainable development. The students in Badlands Drive were allotted class time to

work on their action project for sustainable development and received credit for their

project in their course. Rocky View Campus had approved the teacher’s innovative

course where students received credit for their action project(s) completed during the

course. As well, the course did not have a regular time period assigned to it, but rather

was available as an extra elective at noon hours.

Most students thought that there were a lot of factors in competition for people’s

time, but there was also competition between extracurricular groups for people’s

attendance. Aster thought it was a miracle that the tiny group at Flower Power High was

still going. He commented, “I think it is an accomplishment that we could actually get

the group started with a few people and that it is still going and it hasn’t already crashed,

especially since it is an extracurricular activity” (transcripts, May 30, 2008, p. 6). Daisy

commented, “I had a history essay that was due and I was kind of spending all my time

on that” (transcripts, May 23, 2008, p. 12). Lily said, “there are so many things that you

want to do, but too many things that you have to do” (transcripts, May 30, 2008, p. 1).

Daisy seemed to believe that curricular work was more important than her extracurricular

action project. There was a tendency for curricular assignments to take priority over

extracurricular events.

Meanwhile, at Rocky View, the action projects were curricular, an assignment in

a locally developed course. In a conversation about carrying out projects in the

community, Suzy noted that when an assignment is curricular, “it really helps you get

44

into that kind of mindset and be able to do those things, but with a kind of framework

when it is based out of the school” (transcripts, June 12, 2008, p. 13). She talked also

about the interactive aspect of the class, “we would be taking learning outside of the

classroom and applying what we learned” (transcripts, June 12, 2008, p. 12). Paula

reiterated, “it also gives you a little more respect when you are going to places to support

your thing, it is better to have it based out of a class rather than a club, it opens up a lot

more opportunities having it backed by the school too” (transcripts, June 12, 2008, p.

13). The participants thought that the learning opportunities were present more often

when it was curricular. The students at Rocky View Campus felt that curricular projects

were more respected in the community.

Marks/Evaluation

Students at Flower Power High did not receive credit or marks for their

extracurricular action project for sustainable development. In contrast, students at

Badlands Drive and Rocky View did get credit and were evaluated on their action

projects for sustainable development in their curricular courses.

Some of the participants felt marks would increase people’s priorities to action

projects, extra-curricular clubs, community involvement, and so on. Aster explained that

some marks attached to core classes for work completed in their extra-curricular group

would be seen as positive by the students. He believed, “bonus, like bonus marks for

science, like the sciences would be a good thing” (transcripts, May 30, 2008, p. 2). Lily

suggested, “maybe they [teachers] can talk with administration about getting a credit for

this or if that is too extreme or something, maybe you could get some bonus marks in a

certain class” (transcripts, May 23, 2008, p.19). Lily wanted to see some credit obtained

for her hard work and the hard work of others that follow in the near future.

Participants at Rocky View felt that some people viewed their work as valuable

since credit had been allocated for their work. Paula stated, “like having this as an

accredited class is a really big motivator to want to learn how to apply the things we are

learning and get acknowledgement for the work that we are doing” (transcripts, June 12,

2008, p. 13). When considering community work for credit, Paula commented that, “it

just gives community work [significance], it gives it ownership and value and those kinds

45

of things” (transcripts, June 12, 2008, p. 13). Paula was the only student at Rocky View

who mentioned earning credit was important. The other students might or might not have

agreed. Nonetheless, not one student at Rocky View, even Paula, expressed the slightest

interest in the numerical grades they might get for their project.

Regarding evaluation, Caesar stated, “[the teacher] will probably give us a self

evaluation because that is kind of how she does it. We are doing stuff and she knows

that, so I am not very concerned with it” (transcripts, May 22, 2008, p. 16). Bob

believed, “we tried, we still involved ourselves in doing it [the community workshop]”

(transcripts, May 22, 2008, p. 17). Caesar stated, when commenting on others’ reactions,

such as their teacher’s reaction to their project, “you can’t control other people’s [their

teacher’s] actions [evaluation]” (transcripts, May 22, 2008, p. 17). Marks did not seem to

be important to Bob and Caesar. Caesar and Bob at Badlands Drive were familiar with

their teacher’s evaluation style and were confident with their work. Bob thought, “it is

the effort that you are putting into it and what you are doing to change” (transcripts, May

29, 2008, p. 18). They believed that completing their action project was about changing

one’s own behaviour. Bob reflected that it also was “what impact your project has”

(transcripts, May 29, 2008, p. 18). The personal journey and the experience of

completing their action projects were more important to the students than the marks.

Students who were receiving credit for their work were not overly concerned with marks

or evaluation. It is an interesting aside that the two students who were getting evaluated

on their action projects responded that it was not about the marks.

School Community

When talking about the school community, most participants spoke about

breaking out of the monotonous, typical aspects of their school. Paula who attended

Rocky View reflected on school, “I think that the school was grounded in its tradition

and so that is why this year especially, I think that it was really good because the people

in this class getting out of the school, helped people open their minds to non-traditional

ideas and non-traditional events” (transcripts, June 12, 2008, p. 11). Wilma agreed,

“and I think that it is a really positive thing in an environment where we do the same

things every year” (transcripts, June 12, 2008, p. 11). Thus, completing their action

46

project of their sustainability challenge in their school, Rocky View, was a positive

change towards introducing different ideas into their school community.

Teacher

Most participants agreed that their teacher and their administration also helped

introduce different ideas into their school community and were supportive. Bob,

attending Badlands Drive, stated, “she [the teacher] always helps us and will find

information for us, so that we can carry on in the project” (transcripts, April 17, 2008, p.

22). This also showed the commitment of the teacher to the completion of their students’

action projects for sustainable development.

Suzy agreed with Paula about how important it is to “surround yourself with

positive influences” (transcripts, June 12, 2008, p. 4). The group at Rocky View

commented that their teacher really was their main positive influence. Suzy believed

teachers needed to clearly make the link of how concepts benefit students’ lives and

explicitly show them those links. She questioned, “if you don’t have an interest in

something and you don’t see how it can benefit you in real life, why would you want to do

it?” (transcripts, June 12, 2008, p. 15). Those teachers viewed as a positive influence

were perceived to be able to bridge content and context while incorporating students’

varied interests into their teaching.

The students at Badlands Drive knew that their teacher was transferring to a

different school that autumn. They saw their teacher’s move to be a positive influence,

since she would be passing on their community workshop action project to other students

in a new school and a new community. Bob stated, “if she passes what we did onto them

[the new students], they will keep doing it [the community workshop] in their

communities or tell their friends at different schools and maybe everyone will just start

getting involved more” (transcripts, May 29, 2008, p. 9). For Bob, recognition from

other students was important. The fact that their teacher would be able to tell students in

another school about their student action project was significant. She wanted people to

get involved and get their communities involved. Caesar explained, “you have to have

the teacher for it. You just can’t pick anyone, like if they are by the books they will never

be able to do it” (transcripts, May 29, 2008, p. 21). Most of the participants agreed that it

47

takes a special teacher to teach and lead students working on action projects for

sustainable development. Bob added, “you want someone with a creative mind who can

go with the flow” (transcripts, May 29, 2008, p. 21).

In contrast, the group of students at Flower Power High who believed their

teacher was assigned to them and was too busy to show up to their meetings were looking

for adult support. Lily reflected, “I think that the administration wanted someone who

was in science and that is why they picked Mr. B, but I don’t know, he kind of

disappeared out of the picture” (transcripts, May 30, 2008, p. 4). They did not succeed

in completing their action project.

The teacher seems to make a difference. The students at Rocky View and

Badlands Drive believed that their teachers supported them, yet, they “owned” their

projects. Their teachers reciprocated an ethic of care. Thus, it would seem the qualities

of a teacher and the teacher’s influence on the students also help contribute to the

students’ successful completion of their action projects for sustainable development.

At Rocky View, Suzy commented, “I really thought that I knew what I was

learning, but now that I have learned in a different way, I realize now how archaic the

entire school system really is and how really so many teachers don’t, can’t do, what our

teacher does” (transcripts, June 12, 2008, p.18). Teaching in a different way is difficult.

Suzy believed that only some teachers are able to teach in a way that uses discussion,

collaborative groups and applied community work that will facilitate students carrying

out action projects. Wilma commented, “sometimes I feel like teachers don’t even know

what they are teaching, they are just kind of doing the motions of teaching” (transcripts,

June 12, 2008, p. 19). Some participants felt that teachers get used to teaching a certain

way and cannot break out of that routine, one way of teaching that seems to suit them.

Suzy defended her teachers, “and that is not to say that our teachers aren’t great people,

and they are smart, but that is just the way they learned I suppose” (transcripts, June 12,

2008, p. 19). Students also felt that teachers were a product of the system; they were only

teaching how they were taught.

Discussion helps some people think about what they are really learning. Students

commented about teachers they have had in the past and how and why they would not be

able to effectively teach in this action-oriented way, since all they seemed to show that

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they knew was their ability to be the front of the classroom, “preaching” to the students.

It seemed some of the students’ teachers could not facilitate discussion in their classroom

nor let go of the reins so that students could possibly create their own projects,

assignments, debates or discussion topics. Some students had positive examples of

teachers who supported them and saw them through their action projects for sustainable

development. Wilma realized, “there are so many class discussions and sometimes I

totally don’t agree with some people’s opinions here, but I can think about it afterwards

and it does, it gets me thinking and it gets me questioning where do my opinions come

from” (transcripts, June 12, 2008, p. 18). The nature of inquiry and discussion were

important elements of learning in a different way for these participants.

Schedule

Students at Rocky View felt they had a lot of voice in the classroom and in their

curricular action projects. The teacher gave them space and allowed them to make

decisions and figure it out together with their group. Barb, attending Rocky View, stated

that they had “so much voice” (transcripts, June 12, 2008, p. 21).

Part of the attraction also was setting one’s own schedule. Caesar talked about

doing things at “your own pace … your own speed” (transcripts, May 29, 2008, p. 17).

At Badlands Drive, class was very self-directed and students were allowed a huge amount

of choice and their voices were included in the decision making process. Caesar related a

story, “I had to drive my Dad and pick him up from the doctor’s today and I asked her

[the teacher] what we were doing in class and she said ‘it is up to you, I should be asking

you what I am doing this class’” (transcripts, May 1, 2008, p. 12). Thus, students

enjoyed the freedom to decide their own schedule when it came time to working on their

action projects and preferred the individualized “work-in-your-own-style” environment.

Teacher Education

At Rocky View, Wilma commented about the education system and teacher

education, “even in education, there is not a subject, you can’t major in global

education” (transcripts, June 12, 2008, p. 17). She felt that the College of Education was

not progressive enough to change the way it segregated its students into courses and a

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grade levels approach to teaching. Wilma suggested, “have a bigger kind of academic

and theoretical base to make curriculum and practical classes on those kinds of subjects

is exactly the direction that I think the university needs to go” (transcripts, June 12, 2008,

p. 17). Suzy commented, “yeah, so the merit in that is that you should be able to do

whatever you want to do, whether it is biology or geography or anything in the whole

world and be able to apply it to everything” (transcripts, June 12, 2008, p. 19). Thus, the

participants in this study felt as though they could study any subject or theory and be able

to apply it in a practical way when going into the community to do the work.

Community Engagement

Suzy’s comment about “how archaic the entire school system really is”

(transcripts, June 12, 2008, p.18), was a realization shared between participants at Rocky

View and similar statements were heard within many discussions between two groups.

There was, however, a positive side to the education system. In response to a comment

about getting involved in the community, Wilma stated, “you are actually given an

opportunity through the education program, I thought, that was really, really important

for people that haven’t had the opportunity to do it before” (transcripts, June 12, 2008, p.

13). Paula agreed, “I definitely think that every student should have that opportunity”

(transcripts, June 12, 2008, p. 14). These participants valued working within the

community and were pleased with the opportunity their project offered them for

promoting that teaching. Also, they realized they were fortunate to have those

opportunities to take their learning into the community and believed that all students

everywhere would benefit from similar, positive experiences.

Youth Forum

Attending the youth forum, participants realized their personal actions affected

their communities and that students could be a source of positive change. Aster started

doing things like recycling paper, cardboard, and batteries at home. The extracurricular

action project group at Flower Power High and the youth forum helped him because he

“was never really doing that much ’cause [he] didn’t see it as making very much of a

difference” but, he “realized it was doing something” (transcripts, May 23, 2008, p. 9).

50

Suzy appreciated that the youth forum organizers kept connected with the students and

she viewed that as a positive. She stated, “I think, especially, my favorite part about the

whole thing was the continuity of it, the way that the organizers kept in touch with people

a lot and kept the contact going because it was really motivating to see how so many

groups actually followed through with their plans” (transcripts, June 12, 2008, p. 2). The

youth forum provided an avenue for students to present their action projects for

sustainable development and celebrate with each other their individual level of

completion.

Completing their action projects, students were hoping to learn many things. Bob

stated, “I could get something done” (transcripts, May 29, 2008, p. 7). Bob focused on

not procrastinating and actually achieving a finished project at the end. Caesar hoped to

learn many things from the youth forum. Caesar wanted to learn, “how to use time

wisely. Preparing is the big thing … I have to learn how not to be so aggressive when I

talk” (transcripts, May 1, 2008, p. 13). Bob felt they learned “what route to turn to look

for help and how to go about doing it” (transcripts, May 29, 2008, p. 9). Caesar learned

other skills. Caesar boasted, “I learned how to write a letter of invitation, a letter of

request and a thank you letter and public speaking skills, there was a lot that I learned”

(transcripts, May 29, 2008, p. 9). Bob did not realize the scope of their project and when

it was completed, Bob commented “…to get sponsors and stuff, I never knew what

people would do to get a sponsor from a store” (transcripts, May 29, 2008, p. 9). Caesar

also learned “responsibility … taking it in, not waiting for someone else to do the work,

but actually having to do the work yourself” (transcripts, May 29, 2008, p. 9). The

participants learned many skills that they will take with them from the youth forum and

the community experts who helped them believe they could make a positive difference in

their community. The students believed they learned life skills. Most importantly, they

believed they learned to take responsibility for their work.

Technology

I believed students would respond well to an online discussion board where they

could enter into discussion online with other students from different schools. I created

this discussion board using a secure site where only students involved with the project

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would be granted access by logging in with a user name and password. Once logged into

the website, students would then be able to communicate with each other using multiple

methods, like discussion boards or blogs. There were direct email links to community

experts and teachers in the event that students wanted advice or had questions or concerns

I may not have been able to answer. Hence, they would have a multitude of people

offering feedback and would be involved in a supportive network of companions who

could also share their stories and challenges. I thought, and continue to think, that

students benefit from communicating with other students, sharing their ideas and voicing

their opinions.

The student participants involved in the focus group taped conversations did not

form an online learning community as they did not use the discussion board. In regards

to the discussion board Caesar stated, “honestly, I haven’t gone online, I don’t have a

computer at my house, the only chance that I get to go on a computer is here”

(transcripts, April 17, 2008, p. 14). The students did not have much access to the

discussion board and some of them only had access to computers for a brief amount of

time at school.

Four of the participants explicitly stated that they would rather talk in person than

online. Participants did not say anything about their comfort with online meetings after

having met others face to face.

The issue most often identified by students was time. Daisy complained, “yah, it

is a time thing” (transcripts, May 30, 2008, p. 1). Caesar stated, “it is just too much in

too little of a time” (transcripts, May 1, 2008, p. 5). Participants felt pressure to do their

school work, be involved in their family’s lives, care for their own children or younger

siblings, and also they wanted time for socializing.

There were also personal reasons the students could not log into the discussion

board. Aster admitted, “I have been grounded from the computer for the last two weeks”

(transcripts, May 30, 2008, p. 1). Thus, students needed full access to a computer and

they needed time to comment on the discussion board. The participants felt that the

discussion board was not something they could manage; in some cases, it was viewed as

just another thing to do.

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Summary

As the study reflected, most of the participants agreed there were both positives

and negatives to completing their action projects for sustainable development. The

participants definitely felt that they lacked sufficient time to complete their action

projects but, when they had the support of their teacher and their school community, they

felt they could get involved, change their own behaviour and make a positive impact with

their project within their home community. The teachers’ commitment and positive

influence also helped the students complete their action projects for sustainable

development. The youth forum allowed students an opportunity to present and celebrate

their action projects for sustainable development. Although students noted that having

the project as a course assignment was valuable, they seemed more interested in the skills

they were learning. The students believed they learned life skills from the youth forum

and the community experts at the youth forum also assisted students to complete their

action projects for sustainable development. Students believed that they could take

responsibility for their work and they felt that teacher education needed to progressively

change their programs so that they was not separated into subject areas. Thus, teacher

candidates could study any subject or theory and learn to apply it in a practical way when

going into the community.

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Chapter 5

Data Discussion

This thesis reflects the local and contextualized experiences of ten participants.

These experiences are specific for individuals, groups and the time in which the action

projects were completed. The information I have written exemplifying precise traits of

students’ experiences with action projects is dependant on time, place, and mood.

Clandinin and Connelly (2000) stated, “What we may be able to say now about a person

or school or some other is given meaning in terms of the larger context, and this meaning

will change as time passes” (p. 19).

The participants’ experiences have been shared. What broad themes and issues

are intertwined with the data? What do the data tell us about the life of a student and

action projects for sustainable development in schools? By examining the students’

experiences and the language of the students, a deeper understanding of the dominant

discourses and how they might affect the students should be possible. This chapter

answers these questions broadly, in terms of attractions and distractions, and specifically,

in terms of students’ reactions and actions. These struggles and triumphs will be shared

and reflected on in the theoretical conclusions of this study. Discourse is defined as

“ways of being in the world, or forms of life which integrate words, acts, values, beliefs,

attitudes, and social identities….Discourse is a sort of identity kit which comes complete

with the appropriate costume and instructions on how to act, talk and often write, so as to

take on a particular social role that others will recognize” (Gee as cited in Gruenwald,

2004, p. 102).

In the discussion of the data through the topics of collaboration, group work,

community engagement, time, peer pressure, grades, and technology, I have come to

understand there were many attractions and distractions for the student participants

rooted in their experiences during their work on their action projects for sustainable

development. Initially, I thought the student participants did not care about my research.

But after much time spent contemplating the results and their comments in the focus

group conversations, I realized that the students really did care because they showed up

to the interviews. They always seemed eager to talk to me. I believe that most people

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want some external affirmation of the importance of what they are doing. In some cases,

they wanted someone to hear in what ways they were frustrated or in what ways they

were accomplishing and exceeding their goals. After time, I came to realize there were

many external issues to their action projects so that students often lost focus on their

projects.

Challenges and Triumphs

Group work and collaboration.

All the participants mentioned the benefits and challenges of collaborating with

their action projects for sustainable development.

Most participants talked about the positive, collaborative effort of the their group

and commented about supporting each other. Eight out of ten students said they found

working as part of a group to be a positive experience. Two voices were not heard when

the discussion of collaboration and group work occurred. This raised questions in my

mind why those two students did not comment. I wondered if, perhaps, they didn’t speak

because others had said what they believed. On the other hand, perhaps they chose to say

nothing because their experiences of working in a group was negative and they did not

want to say something while their group members were present during the discussion. I

also wondered if they had negative experiences and they did not want to hurt my feelings

or perhaps they did not feel they could say anything, since I was part of the group also.

Buttercup stated, “I really find the group as more, like it is more of a stress reliever for

me because like you have school and then you have got lunch and you have something at

least to look forward to” (transcripts, May 30, 2008, p. 8). Paula spoke to the positive

collaborative effort of their group with their action project and how well they worked

together towards a common goal. Paula reflected, “I think that it was good of us at least

to try and it had been a goal throughout the whole year and we weren’t just going to give

up on that goal and I think that everybody kind of kept each other motivated throughout

the whole thing. I think everybody was really motivated and kept each other encouraged

throughout the whole planning process and stuff” (transcripts, June 12, 2008, p. 3).

Group work was about the mutual encouragement that they had with each other.

Suzy agreed with Paula to “surround yourself with positive influences” (transcripts, June

55

12, 2008, p. 4). The group commented that was really what each other was there for was

to positively influence and support one another. Suzy stated, “as the class went on,

everyone became like an information source and we would talk about stuff” (transcripts,

June 12, 2008, p. 9). Barb stated, “just to know that we are able to do something like this

… just to know that we are going to help someone out” (transcripts, June 12, 2008, p. 10).

Wilma thought that the commitment to the project(s) took dedicated leadership from the

teachers and the students and also leadership in the way of supporting one another.

Wilma remembered, “we were there to support each other and we were each there to

back each other up at each individual’s event” (transcripts, June 12, 2008, p. 17).

The students were talking about reciprocal care (Noddings, 1992). They were not

only reciprocating care with the teacher, but also with one another. They showed

reciprocal care through their interactions by encouraging one another, keeping each other

motivated, supporting each other and being leaders committed to working together on

their action project(s). The students seemed drawn into the “circle of care predicated on

their desire for loving interactions among people, social justice in the broader

community, and connectedness to the place where they live” (Smith, 2004, p. 74). The

students and their teachers, through interactions and deeper connections, showed they

cared about and for social justice in their neighbourhoods and their larger community. At

Rocky View, students cared about the school and their local community through their

action project. In the Badlands Drive action project the students cared about their

community and at Flower Power High, the students cared about their school community

by creating a club and trying to promote it within the school, but they also cared about the

planet. Thus, the caring interactions that students develop with one another, lead to better

preparing children to maintain deeper connections within their homes, schools,

communities and their world.

Collaboration also was about bringing awareness to the group. Paula commented,

“you can see the concrete changes, the concrete influences that human beings, that

people around you have and it is awesome” (transcripts, June 12, 2008, p. 16). Part of

the fascination of the group was observing people thinking differently and sharing

feelings within the group. Wilma felt that they effected change in “communities,

agencies and tendencies” (transcripts, June 12, 2008, p. 16). Buttercup stated, “don’t

56

get discouraged, just keep going and always welcome new ideas because that is how you

will grow too, I mean like, if someone has a new idea, it might not be perfect at the start,

but if other people bring their ideas into it, then sometimes it snowballs into something

really great” (transcripts, May 30, 2008, p. 17). The group members worked well with

each other and brought different ideas to the group. Caesar commented, “we all had a

board to fill up about the gang project, but some of the questions were kind of hard to

find answers, but I felt if I didn’t write something down on that piece of paper, then I

wasn’t doing my part” (transcripts, April 17, 2008, p. 12). Thus, the students in all three

sites felt that they had something to offer their groups and, in return, the people in the

groups offered something back.

For participants, collaboration was about contribution and partnership.

Sometimes it was about attendance. Aster agreed with Lily, “showing up is ninety

percent of succeeding” (transcripts, May 30, 2008, p. 16). One of the positives about

doing an action project according to Bob was “having a partner” (transcripts, May 22,

2008, p. 13). Caesar stated, “a partner makes a huge difference; it makes it a lot easier”

(transcripts, May 22, 2008, p. 13). Bob realized, “you don’t have to do it all by yourself,

you have someone to do it with” (transcripts, May 22, 2008, p. 13). Participants realized

they could talk with one another, share the work and help each other. Caesar commented,

“someone to give their opinion and you get two people’s opinions other than yourself and

if you don’t know how to do something then you can talk about it and work it out”

(transcripts, May 22, 2008, p. 13). Buttercup reflected, “someone may have an idea and

it is like hmm how is that going to work, but then if you put your heads together, it will all

come together” (transcripts, May 30, 2008, p. 17). Thus, the positives such as forming

partnerships, communication, supporting each other, bringing awareness and mutual

encouragement identified by participants regarding collaboration was dependant on each

individual’s group and how they each negotiated what each individual brought and did

not bring to the group.

The students’ projects facilitated their ability to move beyond the dominant

discourse by valuing group work in a society that values individuality. The students were

able to resolve conflicts in their group in a society that I believe, tends to value quick,

easy solutions by creating a new technology that is supposed to solve a complex problem

57

rather than negotiating a way through the complexity. They were able to share and work

together collaboratively as a group, rather than compete in a society that I think favors

competition. The students taught each other to care and they learned about what it meant

to be cared for. They learned to compromise and take each other’s ideas and points of

view into account. The projects did not move the students beyond the dominant

discourse (Barrett, 2006; Gruenwald, 2004) because they may not have been ‘pushed’ to

their own individual limits. They relied on the group and all of its members to get the

work completed. Perhaps the work of those who valued cooperation and caring has

affected schools. Such people as Johnson and Johnson (from the 1980s), Kohn (from the

1980s) and Noddings (1984; 1992) have affected schools so that students are encouraged

to work together and are beginning to value collaboration and cooperation.

Technology.

The issue most often identified by the students was time when talking about the

online discussion board. At Flower Power High, Daisy complained, “yah, it is a time

thing” (transcripts, May 30, p. 1). Caesar, at Badlands Drive, stated, “it is just too much

in too little of a time” (transcripts, April 17, 2008, p. 5). Lily also commented, “when

you are more busy, you do things, like you can plan things ahead of time” (transcripts,

May 30, 2008, p. 8). This speaks to the dominant discourse that we value being busy. I

believe there are too many demands and at school we perpetuate the busyness of society;

this particular school values busyness. The dominant discourse, at Flower Power High,

seemed to be that you have to be busy to succeed. What can be seen is that education is

set up to prepare students for “successful participation in economic life” (Gruenwald,

2004, p. 77), rather than to examine relationships between culture, social realities and

environmental issues. There are a lot of assignments given to students and they have to

finish them on time. There is little time given to deep understanding. The dominant

discourse focuses on an “individualistic, inequitable, and unsustainable growth economy”

(Gruenwald, 2004, p. 79). The online discussion board is a worthy task and the students

believe they haven’t time to do it. The online discussion board is a worthy task since it

would enable a connection of different students from different schools to support one

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another in succeeding to complete their action projects for sustainable development.

Also, students would be able to establish a connection online with experts, their

community, teachers and various governmental and nongovernmental organizations. I

believe that students learning to use technology in such positive ways would greatly

enhance their connections to one another and their broader community of supports that

would lead to deeper understanding.

Also at Flower Power High, Aster admitted, “I have been grounded from the

computer for the last two weeks” (transcripts, May 30, 2008, p. 1). This plays into the

dominant discourse of punishment and rewards, similar to a business model of

compliance and quantitative measures for holding schools, teachers and students

accountable (Gruenwald, 2004). Also, though, I believe it plays into the discourse about

computers being toys, and not being important to learning. Parents can revoke computer

privileges, since the computer is a toy, not a learning tool. But, I see a lack of trust and a

lack of valuing of toys and play. I do not think that work tools would be taken away.

Also, part of the busyness of society is that Aster should be doing something he doesn’t

enjoy – that would be work.

Teacher.

The teacher was important to set the tone of the group. Students in Badlands

Drive and students in Rocky View had teachers who collaborated with the students,

supported them, and were dedicated leaders who really worked on teamwork. The

students at Flower Power High had a teacher who was too busy and had too many things

to do, to spend time with the club. He volunteered to supervise and he had been assigned

to this club, and they conflicted. Lily reflected, “I think that the administration wanted

someone who was in science and that is why they picked Mr. B, but I don’t know, he kind

of disappeared out of the picture” (transcripts, May 30, 2008, p.4). I question, why does

Lily think that administration assigned a science teacher to their group? I wonder,

perhaps part of the discourse is that sustainable development belongs in the science

curriculum. It is definitely a part of the conversation with the group at Flower Power

High that their teacher was assigned, rather than chose to participate. The teachers at

Rocky View and Badlands Drive had chosen to work in their locations and to teach the

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courses the action projects were part of. They participated and brought passion to the

work the students were doing. Teachers’ lives are complex with supervision,

extracurricular assignments and teaching and it is important to acknowledge the

complexity of teachers’ lives.

At Rocky View, Suzy commented, “I really thought that I knew what I was

learning, but now that I have learned in a different way, I realize now how archaic the

entire school system really is and how really so many teachers don’t, can’t do, what our

teacher does” (transcripts, June 12, 2008, p. 13). Teaching in a different way can be

difficult. Wilma commented, “sometimes I feel like teachers don’t even know what they

are teaching, they are just kind of doing the motions of teaching” (transcripts, June 12,

2008, p. 19). Here the students seem to talk about how some of their teachers have been

incorporated into the dominant discourse. They have seen, from their teacher, a different

approach. They are now able to imagine a way of being and learning that they believe is

better. Perhaps their teacher was teaching from a traditional ecological knowledge (TEK)

perspective (Snively & Corsiglia, 2000) and perhaps she influenced her students at Rocky

View through her support and working in collaboration to begin changing their ontology

to value relatedness (Lange, 2004). At Rocky View, it is my belief that their teacher was

teaching for transformation and realized it as “an ontological process where participants

experience a change in their being in the world including their forms of relatedness”

(Lange, 2004, p. 121). Thus, I believe, the students were changing their habits of

thinking and transforming their understanding and way of being to value relatedness.

Transformative learning.

When a person transforms, his or her whole orientation changes. Suddenly, he or

she notices the injustices all around and challenges the purpose of certain practices.

Gruenwald (2004) summarized his paper with:

The difference between an educational discourse that has been coopted and one

that remains potentially transformative is this: a coopted discourse can be claimed

to be already sufficiently recognized, understood and integrated into existing

policies, programs, standards. … A transformative discourse, on the other hand,

constantly challenges the assumptions and purposes behind existing practices and

articulates a fundamentally different vision. (p. 100)

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The system for punishing and rewarding, which groups get the teacher’s time and

which groups don’t, which subject areas and which extracurricular clubs get preferred

time slots, all become part of what is noticed and become part of the dominant discourse.

The students involved in my research study can be examined through the lens of

transformation away from the dominant discourse. The students were all at different

stages of transformation. The three case study sites were at different stages of

transformation away from the dominant discourse – Badlands Drive School students were

the most transformed, Rocky View Campus students were changing, and Flower Power

High students struggled to recognize how their school’s structures limited them. The

assigned teacher was not able to support the students at Flower Power High, since he

remained absent throughout the groups’ meetings and discussions. The students were

looking for adult support and the school and the administration, in its choice for teacher,

limited the students in their action projects. These students could not see past their

extracurricular club or the school community to go beyond the walls of the school to the

wider community for support. Badlands Drive had students who have been at odds with

the dominant discourse, and Rocky View’s students elected to take a course that would

challenge the predominant worldview, but Flower Power High students were members of

an extra-curricular club with little teacher and school support.

Extracurricular.

It seemed that an extracurricular club allowed for more choice of scheduling for

the students involved, yet curricular work seemed to get their attention. Daisy

commented, “I had a history essay that was due and I was kind of spending all my time

on that” (transcripts, May 30, 2008, p. 12). Lily stated, “there are so many things that

you want to do, but too many things that you have to do” (transcripts, May 30, 2008, p.1).

I felt that these students believed that curricular work was more important and valued

rather than their extracurricular action project for sustainable development. Perhaps, the

extracurricular allowed for more choice in their schedule, but the choice seemed to have

been – do it or not. If there were “have to” demands, as Lily stated, the choice would be

not.

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My experience with high schools is that students who participate in

extracurricular elite sports are expected to make time for the sports. This reveals a

hierarchy of what is valued in high schools. Despite my impression that sports were

more valued at Rocky View Campus than other activities, the students themselves

believed the administration was demonstrating the value placed on extracurricular

activities. Students noticed that sports were valued by the school since the school

organized tournaments for teams and all the athletes on the teams received uniforms.

I do not believe that students working on their extracurricular eco-club felt

supported by their school, Flower Power High. I believe that students do not need a

teacher supervised extracurricular club. Parents and the neighbourhood community

should be involved. The existing structure in place at the school is one of business-like

standards to create students competitive in the global economy where the needs of

students and communities are ignored (Gruenwald, 2004), so it was not part of the

conversation for parents that they should get involved. Yet, if the community had been

involved in Flower Power High’s eco-club, community engagement, shared

responsibility and authentic partnerships between students, citizens, school and

community likely would have ensued.

Community engagement.

Participants realized their individual benefits of learning together within the

group. Aster thought the group had been a positive influence on his life. He stated, “I

have always been conscious of the things that have been going on around [me], but I

have never known what I could personally do about it … and I guess it is just doing my

part” (transcripts, May 23, 2008, p. 9). Lily wanted “to get more people thinking about

this, like people just like us [peers/youth of the same age] are aware of the fact, but they

don’t realize what they can do” (transcripts, May 23, 2008, p. 10). For Lily, community

work was getting her peers in her school community to see the action they too can take

and changing their attitude towards the positive that something can be done. Lily wanted

to get more students from Flower Power High involved. Growing and building the group

was one of the goals the group wanted to accomplish. Caesar stated, “it just kind of

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makes me feel good that I am trying to do something” (transcripts, May 29, 2008, p. 7).

Daisy was more ambitious and emotional when it came to reflecting about working on

their action project in their community. She felt she wanted to make a difference “so, we

can help save the environment for when our children’s children grow up” (transcripts,

May 23, 2008, p. 9). I believe these students are beginning to learn responsible action

and they are observing how personally rewarding it can be. Case, Falk, Smith, and

Werner (2004, p. iv) question, “if not in schools, where else will students learn that

responsible and compassionate action can be both personally rewarding and effective in

bringing about change?” The community the students created for working together is one

kind of community.

Some participants reflected on the vital and essential connection of school and the

broader community, in which the school is located. Participants spoke about the feeling

of disconnect in schools between their lives and their community. Caesar stated, “I think

it is just trying to connect the community and your life with school. Instead of it being

research this and write down notes, like I don’t want to do that” (transcripts, April 17,

2008, p. 11). They felt they could have a positive effect on themselves and their

community; it did not matter how small an effect it may be. Caesar reflected, “I think

that we are both having an effect because we are actually trying to do something. We are

putting together this workshop and we have no idea how it is going to turn out, we have

never done it before” (transcripts, May 29, 2008, p. 7). Action projects with the goal of

active citizenship will prepare students to identify, plan and carry out solutions to

problems within their school, community or beyond (Case, Falk, Smith, & Werner,

2004). Talking to the community can be difficult and challenging. Bob stated, “they

choose to listen, or they choose not to” (transcripts, May 29, 2008, p. 7). Caesar wanted

to “get a response” and “just want[ed] to be heard” (transcripts, May 1, 2008, p. 17).

Thus, taking action and getting a personal response to their message was what this group

wanted to get from their community. Caesar said by “trying to better the community”

(transcripts, May 29, 2008, p. 7), there would not be such disconnection between school

and their community. She thought that more interaction would yield a tighter bond

between school and community. Dryfoos (2000), a strong advocate for community

schools, stated “the community ‘owns’ the school” (p. 16). Creating change and making

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a difference in the community is about whether people care. Bob felt, “if people come

out and then they leave right away then obviously they don’t care, but if people come and

stay and listen to what we have to say, and listen to what is going on, then obviously they

care and they want to help make a change too” (transcripts, May 29, 2008, p. 8). Again,

Noddings’ (1992) vision of relational ethics is fundamental to our community’s well-

being and is enacted through a culture of care – care for our neighbours, community and

region where we live.

Other participants talked about the interactive aspect of learning within their

community and how it is a valued opportunity for students. Suzy reflected, “we would be

taking learning outside of the classroom and applying what we learned” (transcripts,

June 12, 2008, p. 12). According to Claus and Ogden (1999), “the process is as

important as the product, and the focus is on engaging in thoughtful community action

that will empower young people to care, question and act in their lives” (p. 4). Wilma

commented on the benefits of community organizations being involved in the schools,

“those organizations could not have reached out to the people in the schools in that same

way, as the class kind of provided that opportunity for them to” (transcripts, June 12,

2008, p. 13). By valuing community work and embracing their opportunity of learning in

community, their class provided the organizations with the opportunity to contact people

in the schools. “The goal of active citizenship will be learned through thoughtful,

cooperative, and responsible action” (Case, Falk, Smith & Werner, 2004, p. v). Some

participants also commented on the value of teamwork while learning in community.

Bob reflected, “I don’t think I could have done this by myself” (transcripts, June 12,

2008, p. 10). Thus, learning in community has positive individual benefits especially

when interacting with others within the community and linking one’s personal life,

school and community altogether.

Their action project helped the students move beyond the dominant discourse,

since Badlands Drive and Rocky View wanted to carry out the action projects within their

community trying to interact and change their respective communities. These students

were empowered to make a difference and their teachers encouraged relations between

people and their communities so they felt connected to one another and to where they

lived. Their teachers cared about the students and their action projects and challenged the

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dominant discourse of hierarchical power relationships. The counter example was the

students at Flower Power High seemed only to want to get in touch with their school

community. They talked a lot about trying to make change in their school with their eco-

group. The fact that these children did not get out of their school, located in an upper

middle class neighbourhood, was intriguing. The principal and teachers possibly did not

believe in moving beyond their school’s walls. Gruenwald (2004) also noted that schools

are expected to adhere to business-like standards of accountability and the needs of

children and communities are ignored. The dominant discourse at Flower Power High

was power within the school; it was not developing deep connections within their

community. In this school, the students were stymied and this was perhaps because they

didn’t think to move beyond the school. Perhaps they did not have the adult support to

help empower the students to make a difference.

Peer pressure.

Part of the challenge of working on their action projects for sustainable

development was from outside factors. Sometimes the outside factors were other people,

these students’ peers and the things that they said or did not say. Buttercup believed

“they are too scared to speak” (transcripts, May 23, 2008, p.10). Lily agreed with

Buttercup, “they are too scared to speak up and also there is peer pressure, like if my

friend knows I am in this club, then they are not going to hang out with me anymore”

(transcripts, May 23, 2008, p. 10). Peer pressure was still a considerable concern for

these students even though they did not let people’s comments affect them negatively.

They always had their group to communicate with and as Caesar stated, “you can’t

control other people’s actions” (transcripts, May 22, 2008, p. 17). This is part of the

dominant discourse in Flower Power High. Their peers do not believe that eco-club was

“cool”. The other two sites had supports. At Rocky View, students who valued action

projects, environmental and social justice applied to be in the one class. At Badlands

Drive, the students were not children, but adults and they had broken away from peers

twice – once when they dropped out of school and then again when they dropped back in.

Schools contributed to the development of peer pressure by modeling the societal

dominant discourse of hierarchical power relationships. Schools also valued the societal

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need for efficiency, since they easily bypassed those who were “out of tune” or

“different” compared to the mainstream. Schools also placed importance on numbers and

hard data where product was valued over process and one was evaluated based on what

they produced. Administration and teachers also contributed to the creation of peer

pressure by making students aware of the significance of certain extracurricular activities

compared to others. Peer pressure did not encourage relations between people and it was

important to learn what it meant to be cared for and feel connected to one another. Peer

pressure was a concern for the students at Flower Power High, at this school located in an

upper middle class neighbourhood, since they were “different” because they cared about

the environment. They were not “producing” anything and they did not have adult

support. Peer pressure was not a concern at the other two schools, since the teachers

cared about the students, valued that they were all different and encouraged them to be

different and make a positive difference in their school and community.

Students’ Actions and Reactions

Actions.

Participants thought that by taking action, they could create a ripple effect and

change some people’s perspectives in their communities. They felt good about trying

different projects and were inspired by each other hoping they could change another’s

perspective. Paula commented, “you are thinking about how you were before and what

you tried before and stuff, so it might create small little changes in a few people’s lives as

much as changing someone’s perspective” (transcripts, Junes 12, 2008, p. 5). Caesar

claimed, “I wanted to try something new too, I just wanted to see how it would go”

(transcripts, May 22, 2008, p. 14). Suzy talked about taking action as motivation saying,

“I think that actually going out and doing something with the things that you learn is

really important” (transcripts, June 12, 2008, p. 15).

Taking action and completing their projects allowed students to have their voices

heard, to encounter unique experiences and to grow in all ways. Paula commented, “I

think that sometimes with events, even a small thing is successful, just to learn about it

and how to handle those kinds of things and stuff” (transcripts, June 12, 2008, p. 9). Barb

reflected, “I don’t think that I would be who I am today or think half of what I think about

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today because of this class, like it really made me into, I think a much better person, in

order to have this experience” (transcripts, June 12, 2008, p. 15). Their decision to work

on a community workshop as a project, according to Caesar, “maybe not necessarily to

learn a bunch of stuff, but just to go and inform people and be heard” (transcripts, April

17, 2008, p. 30). Bob wanted to learn from others. Bob stated, “get some ideas from

others and see what their matters are and what they think of it” (transcripts, April 17,

2008, p. 31). Bob had a positive attitude about the outcome of their action project. Bob

shared, “as long as one person goes home with some kind of knowledge that they didn’t

know when they got there, then I will be happy” (transcripts, May 22, 2008, p. 15).

This section really does challenge the dominant discourse. These students at

Rocky View and Badlands Drive, in taking action, were moving into the community.

They were young students (who are supposed to be obedient and protected) from the

lower and working class neighbourhood schools and they were activists for social and

environmental justice. The students from the upper middle class neighbourhood school

were young and did not consider working in the community as something possible for

their action projects for sustainable development. The students at Flower Power High

stayed protected and dependent in their school. Despite having high aspirations about

saving the environment for future generations, they did not go beyond the walls of the

school.

Reactions.

Upon completion of their action projects for sustainable development, participants

shared reactions about their journey. One of the action projects was to host an eco-

workout during sustainability week at one of the schools. Wilma commented, “I am so

happy, because it was one of my goals as a grade twelve student to leave something like

that behind that you know could grow the school” (transcripts, June 12, 2008, p. 11).

Another project was hosting a community workshop. Caesar stated, “after the workshop,

we have nothing to worry about … you know really if it turns out badly, she can’t really

dock us marks, there is nothing she can really do” (transcripts, May 29, 2008, p. 17).

Caesar was in the dominant discourse here as marks and numbers count. She saw marks

as motivators but more, marks as power and the teacher had the power. It was as if, in

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this statement, she saw herself in a power struggle with the teacher and she, Caesar, had

won. Bob replied, “because we have done everything that we could do … we tried”

(transcripts, May 29, 2008, p. 17). Bob challenged the dominant discourse here. She

stated that it was about trying, attempting and putting forth the effort. It was about the

process and learning from that process. The dominant discourse really was the numbers,

the hard data, and the product. The dominant discourse, for Caesar, was that we do not

get “paid” for effort, but for product. By “trying” their best and countering the dominant

discourse, Bob and Caesar felt that putting forth the effort and learning from the process

was all they could do and it took great courage to grow from that realization. Wilma also

reflected while getting personal, “this has been the most growing that I have done as a

grade twelve student this whole year and it has been, it seems, like the most important

work and the most important thing that I have learned in terms of concepts” (transcripts,

June 12, 2008, p. 14). Through their reactions, the students came to realize the scope of

change that occurred in their personal lives and the significance of their action projects.

They realized that their action projects, the messages, and lessons from their projects, will

live on in their own lives, in the lives of other students in their schools, and in their

communities.

The Community Workshop

Challenges and triumphs specific to the community workshop.

There were many struggles and achievements specific to the group who worked

on the action project of planning a community workshop. The greatest accomplishment

according to Caesar was deciding on what to do for a project and “getting it going”

(transcripts, May 29, 2008, p. 1). At times, Caesar “never thought it would get started”

(transcripts, May 29, 2008, p.1). Bob also remembered the struggles, “I didn’t think it

would actually be happening until we had a date picked and stuff”(transcripts, May 29,

2008, p. 1). The most stressful, time-consuming job was creating and delivering the

flyers. Caesar stated, “I don’t think I will do the flyers again” (transcripts, June 12,

2008, p. 9). Another large stress according to Bob was getting “people working at the

workshop” (transcripts, May 29, 2008, p. 2). However, through all the stress and

struggles, there was delight and determination. They felt very proud of planning their

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workshop and took ownership of the project. Caesar beamed, “it was all us too, we

planned it all” (transcripts, May 29, 2008, p. 2). Hence, when students were working on

their action projects for sustainable development, there definitely were positives and

negatives, however, that was how they learned together and it also was how they each

succeeded by conquering their struggles and overcoming their challenges.

The teacher was present enough that the students at Badlands Drive School felt

their work was valued by her, but she was absent enough so they knew the work was

theirs. They developed their sense of accomplishment and pride. In contrast, the

students at Flower Power High did not have a teacher to value or support their work or to

prompt them when they stalled. The students were not able to accomplish all of their

goals of their eco-club. Within the educational discourse – teachers tend to see their roles

as telling, controlling, etc. The teacher for the students at Badlands Drive backed off and

students learned through this. Thus, it is important that teachers get to know their

students so that a primary fidelity to all people (Noddings, 1992) guides their thinking

during teaching and learning.

Actions and reactions specific to the community workshop.

The students who completed the community workshop as their action project for

sustainable development shared many lessons that they learned after the workshop

concluded. Planning needed to be completed more in advance and it needed to be more

precise and specific. The students thought the month of May was a better time to host a

community workshop. Caesar commented, “there is a lot of people who don’t seem to

have any time in June. They already have a lot of stuff that they are working on and I

think if we would have been able to work on getting a hold of them before, it would have

paid off” (transcripts, June 12, 2008, p. 4). The group thought that making the

community workshop an annual event would increase attendance. Also, Caesar stated

that more advertising in “the school newsletter” or according to Bob, advertising in “the

community newsletter” (transcripts, June 12, 2008, p. 5), would help attendance too. The

students were disappointed in the weather, but as Caesar realized, “there is nothing that

you can do about it” (transcripts, June 12, 2008, p. 6). Bob was upset about the fact that

the speakers from various organizations were talking to each other. Bob stated, “I wish

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they [the citizens] would have moved around and kept talking to them [the presenters],

like we have these people speaking for us and presenting for us and there is nobody

talking to them because they have already gone through it all” (transcripts, June 12,

2008, p. 3). Possibly, there could have been a formal presentation schedule arranged, so

the public would have listened to each speaker’s message together, rather than informally

visiting each booth and talking with each person individually.

The students’ ultimate goal of other youth hosting a community workshop in their

own community after attending their workshop was not realized. Caesar commented,

“there wasn’t enough high school students or youth there” (transcripts, June 12, 2008, p.

7) however, the students who organized the community workshop remained optimistic

about other youth still hosting a workshop one day. Bob thought “that teachers moving

around and teaching Global Citizenship, I think, it will be that way where someone else

will do a community workshop, but I don’t think that it will be from our workshop like

that night from people being there” (transcripts, June 12, 2008, p.7). Another realization

was that one more person would have helped to relieve the pressure somewhat and would

have greatly helped them to do some of the running around in preparation for the

workshop. Caesar stated, “we don’t even need a [large] group, just one more person

would be helpful” (transcripts, June 12, 2008, p. 11).

The students who planned and completed the community workshop as their action

project for sustainable development valued teamwork. Bob reflected, “I don’t think I

could have done this by myself” (transcripts, June 12, 2008, p. 10). Claus and Ogden

(1999), in a book on service learning for youth empowerment, wrote “reflection helped

them [the students] to understand their experience” ( p.172). The students learned

accountability too. Caesar also learned “responsibility - taking it in, not waiting for

someone else to do the work, but actually having to do the work yourself” (transcripts,

May 29, 2008 p. 9). The students concluded that they learned many lessons about

collaboration, accountability, responsibility and reality while understanding their

experiences too. They started something, followed through with their plans and above

all, they tried. Bob concluded, “it was an awesome experience for me to do something

like that” (transcripts, June 12, 2008, p. 14). Caesar summarized, “I have never done

anything like that, it was good” (transcripts, June 12, 2008, p. 14). They were very proud

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of their work and for the first time planning a community workshop, they learned various

valuable lessons from their experience that will continually benefit their lives.

Students’ Advice on Action Projects for Sustainable Development

The participants involved in this study all agreed that other students should

definitely have the opportunity of the challenges and triumphs of completing action

projects for sustainable development in their future school careers. Wilma stated, “I not

only think that it should be in all the high schools, but I think that it should be in every

class like learning how to apply what you learn in the classroom and using it in your

community, not only the [methodology] behind the class of going back to the community

to do the work, but applying it in a practical way” (transcripts, June 12, 2008, p. 14).

However, teachers must allow students to be leaders and must take initiative to empower

students to change and encounter or create these action projects for sustainable

development. This is about breaking down the dominant discourse. Our society acts as if

students (especially adolescents) need to be protected from themselves and that they are

too immature to carry out worthy projects and make a difference. If they take on an

action project, we think they are “cute”. Teachers must also change how they conceive

of their students. They must trust their students to leave the classroom and make a

positive difference in their community.

“The school’s curriculum and activities arise from the individual qualities of

specific communities and the creative impulses of particular teachers and students”

(Smith, as cited in Hiatt-Michael, 2003, p.2). It is so much about the teacher seeing the

students as functioning members of the community. It takes a special teacher to teach

students working on action projects for sustainable development; it takes a teacher to lead

by example and to be willing to give the reins over to the students to be leaders. Caesar

stated, “you have to have the teacher for it” (transcripts, May 29, 2008, p. 21). The

teacher needs to care and to be creative, compassionate and flexible.

It is so important to have a positive attitude. Lily stated, “don’t underestimate the

little things that you do, like the things that we talked about, they count” (transcripts,

May 30, 2008, p. 16). Caesar added, “just believe in what you are doing” (transcripts,

May 29, 2008, p. 19). Caesar also said not to concentrate or dwell on what other people

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think. Caesar responded, “even if people laugh at you or think it is a bad idea or stupid

or something, we think we are cool and as long as we think we are cool, that is all that

matters” (transcripts, May 29, 2008, p. 19). Again, peer pressure or ridicule from other

students should not stop students from achieving their goals and taking action for what

they believe in. Community involvement was integral to the successful completion of

their action projects for sustainable development. Bob shared “get involved.” Bob also

stated, “it is not going to turn out well if you are negative. If you are positive, you will

have positive outlooks” (transcripts, May 29, 2008, p. 19).

In this study, there were many barriers described and discussed originating in the

dominant discourses of society and of schools. Society seems to value individuality and

busyness. Our society’s dominant discourse favours efficiency where the “different”

students were passed by, since they do not fit into the system. Society seems to value a

hierarchy of power relationships and places importance on hard data where product was

valued over process and where people were evaluated based on what they produced.

Schools, administration and teachers contribute to the development of peer pressure by

making students aware of the significance of certain extracurricular activities compared

to others and by modeling the societal dominant discourse of hierarchical power

relationships. Schools value numbers and grades by evaluating the products and by not

valuing the process. Schools place many demands on students, thus perpetuating the

busyness of society.

The dominant discourse of society and schools limited what the students could do.

The students’ projects facilitated their ability to move beyond the dominant discourse by

valuing group work in a society that values individuality. Especially at Flower Power

High, their group was the only support they had as their teacher “disappeared out of the

picture”(transcripts, May 30, 2008, p. 8). The group had to collaborate and try to break

down the walls together. They had difficulty overcoming the barriers and did not

complete their action project for sustainable development. At Badlands Drive School, the

students moved past the dominant discourse of valuing hard data and products, to one

where the teacher valued the process students’ were going through from a distance. She

was present enough for the students to feel that their work was valued, but she was away

enough so they knew they ‘owned’ their work. They were empowered and acted within

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their community because the teacher broke down a wall of ‘traditional’ teaching styles

and allowed the students to take the reins and own their action projects. At Rocky View

Campus, the teacher had the students question why schools were structured the way they

were. They acted in their lives, but saw that they were empowered because their teacher

had broken down some walls. One of the walls of the dominant discourse in schools is

the traditional subject areas. Their teacher had created a locally developed subject area

that was outside of the traditional subject areas, thus they were able to complete their

action projects for sustainable development.

There were many elements at play here within the groups involved in my study.

There was only one male student involved in the conversations that may have added to

the dynamic of the groups. Also, the students varied in age and maturity. Students were

attending school for different reasons. The maturity of the students and the choice of

action projects also contributed to the complexity of our conversations and of course,

contributed to their skills of working together within a group. The number of students

involved was manageable. Gathering more voices to be part of the focus group recorded

conversations would have greatly increased the complexity of their projects and perhaps

would have added to the dynamic of the conversations, the distractions and attractions,

the interruption and disruptions. The systemic influences were also at play since there

were different schools involved, different sizes of schools, different administrators,

different ways of doing things, different values and views of the school administrators.

My Reflection: My Experience with Action Projects for Sustainable Development

We are who we are because of the experiences we have had.

James P. Gee (2000/2001)

Just like the participants of this study, I, too, have been trying to complete an

action project for sustainable development. My action project for sustainable

development involved a great group of academics and a terrific group of high school

students. I was trying, in collaboration with others, to promote education for sustainable

development through planning and hosting the youth forums at the College of Education.

Collaboration, group work and learning in community were valued and it was necessary

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for me to try to involve the whole community if I wanted to achieve success with the

youth forums. Success to me was defined by the response from the students who

attended the forums and the response from the experts invited from the community to

speak to the students. Success was also defined by my reflection on the youth forums, as

well as by my colleagues’ reflections on how they thought the entire project was carried

out. My experience with action projects for sustainable development both as a graduate

student having completed a project and as a researcher observing students completing

their action projects will reflect the many external attractions and distractions causing one

to lose focus and will also touch on the many roles and responsibilities of students and

teachers that are an integral part of life.

The students who were involved with action projects for sustainable development

had many different facets in their lives. Some were caregivers and parents to either their

own children or to their younger siblings. They had extra responsibilities of not only

taking care of themselves, but also taking care of the little ones relying on them to meet

their basic needs, to be there for them, to help them with their school work and above all

else to love them. Some participants lived on their own, thus, household chores were

solely their own responsibility. Most participants had part time jobs working odd hours

in order to make some money to pay for car loans, gas, etc. The two participants at

Badlands Drive School had jobs to support themselves, pay rent, food, bills and other

living expenses. Some participants participated in extracurricular groups such as SRC or

sports teams that required a lot of their time and discipline. Others were highly

competitive students who focused their attention on studying and maintaining good

grades to compete for scholarships and entrance into local, national and international

universities and colleges. A lot of participants belonged to many different peer groups

that allowed them to flourish and hone their social skills when working in the

collaborative group setting for their action projects. Many students were also

concentrating their energy and effort into planning and preparing for grade twelve

graduation. The participants chose to be involved in completing an action project for

sustainable development because they believed it would make a difference in their lives

and in the lives of their peers. They wanted their children and their children’s children to

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grow up in a tolerant, innovative, environmentally friendly world where their voices were

heard.

Two of the teachers made time for their students, and then stepped aside to let

their students lead. The two teachers trusted their students and seemed to have intuition

about how much support to give. They were flexible and patient people. These teachers

were also passionate about issues of sustainable development and wanted to help and

encourage these students to take action. They dove into projects taking a chance and

learned alongside their passionate students. They learned from their experiences. These

teachers were role models to their students and embraced the concept of lifelong learning.

My experience with action projects for sustainable development in planning the

youth forum was that it was crazy, exhausting, and truly rewarding. I am a genuine,

‘what you see is what you get’ type of person and I am sure some of the time I looked

completely drained. However, it was energizing to meet and see the students with the

speakers and to chat with them after about their inspirations and preparations for their

projects. Even after having completed five graduate courses in one term, the youth

forums refreshed me. I felt exhilarated and I could not wait to get into the schools and

meet with students to see how their projects were progressing so that I could plan for the

final, celebratory youth forum. As exciting as planning and preparing were, I had to meet

deadlines and get approval from the school board to even set foot in their schools. As

time passed, I too was involved in other facets of my life. I was involved with meetings,

presentations, looking for work, becoming an aunt for the second and third time, planning

to marry my fiancé and packing my personal things for the unknown time to move out of

my parent’s house. As I realized that I encountered all of these attractions and

distractions, it made me profoundly ponder all of the attractions and distractions that the

students encountered along the way to planning, preparing and presenting their completed

action projects for sustainable development. Through all of the times that I lost focus, yet

returned to what remained important to me, I thought about all of the barriers, struggles

and challenges that the students working on their action projects met and conquered.

They truly were my inspiration and will continue to be my strength and inspiration as I

meet, endure and triumph over all sorts of life challenges.

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Summary

This study reveals the experiences of students who completed action projects for

sustainable development in either a curricular or extracurricular fashion. Not only did

analyzing the data reveal specifics about students’ reactions and actions during their

action projects for sustainable development, analyzing the data highlighted broader ideas

about students’ struggles and triumphs in education and with teaching. These ideas

describe the importance of collaboration, group work, community engagement,

transformative learning, they explain how experience affects our lives, reflect the many

roles and responsibilities of a teacher and emphasize the various relationships and

expectations a student may maintain. My personal experience exemplifies these

conclusions.

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Chapter 6

Conclusion

Where do we go from here?

What lies behind us and what lies before us are tiny matters compared to what

lies within us.

Ralph Waldo Emmerson

In this final chapter, the research question is answered, implications and future

research based on this study are described. A personal reflection regarding the overall

success of this study concludes this thesis.

Answering the Research Question

The following research question guided this study: “What are the experiences of

selected students as they participate in a youth forum for sustainability?”

Participants talked about their experiences and I noted the differences and

similarities. Each participant attended the youth forum for sustainability and completed

an action project during either their curricular or extracurricular time. Students from both

Badlands Drive and Rocky View thought that learning opportunities were present and

they seemed to realize that their action project for sustainable development was a priority

for their course. They also seemed to find that the community supported their projects

when they were curricular. Flower Power High students worked on their action project

as an extracurricular project and they wanted bonus marks or credit for their action

projects to get some type of recognition within their school for their eco-club.

Participants who completed their action projects for sustainable development during in-

class, curricular hours talked about being valued and that their projects were respected by

their teachers, other staff members, administration and most importantly students and

their wider community. Participants felt supported by their teachers and administration

where they could introduce non-traditional ideas into their schools. Students thought it

was important to surround themselves with positive people and their teachers were one

such positive influence in their class. The teachers at Badlands Drive and Rocky View

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certainly did not limit the students in their projects; they supported them, encouraged

them, and made space for the students to make their own choices. These students learned

responsibility and they owned their projects. Students who completed their action

projects for sustainability during curricular hours also participated during in-class

discussions and shared their comments about the education system. These students felt

they had more influence and involvement. One of the challenges associated with

completing their action projects within the school was the realization that the school

system was typical and slow to change.

The experiences of students who completed their action projects during their own

time or extracurricular hours tended to talk about time, priorities and commitment.

Students who did their projects as extracurricular were able to choose their own projects,

their own time frame and students liked to have control of their arrangements and plans.

Students found it challenging to commit themselves to larger projects, since there were

many extracurricular groups in competition for their time. Their perspectives were also

related to their school community and collaboration. Participants who completed their

action project outside of class time thought their administration could recognize the work

that they were doing within their school. Recruiting new students was one of the

challenges associated with completing their action projects as an extracurricular club.

However, students talked about how they appreciated each other and the new and

different ideas that each person brought to the group. Participants commented that the

group had been a positive influence on their lives.

In conclusion, the students in the alternative school, Badlands Drive, were adults

and were used to having to make their own changes in life; indeed, by returning to

school, they were making a path for themselves. The students in the small school, Rocky

View, had elected to take an innovative course where the teacher believed they could do

amazing things and encouraged them to do so. There seemed to be no doubt - all the

students, regardless of their background, group, site or environment wanted to make a

difference. But the students in two schools were able to make progress and were

empowered to make a difference, whereas those in the third school, Flower Power High,

were not able to accomplish their goals. Those students who were more open to

challenging the dominant discourse or who were more supported in challenging it were

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able to do more with their action projects than those students with the will but without the

support. The students at Flower Power High noted some issues they had, but did not see

other issues that interfered with them completing their projects.

Recommendations

The primary finding in this qualitative study, I think, is that student action

projects for sustainable development are worthwhile, if appropriately supported. The

students at two schools felt empowered, and had learned how to participate in democratic

processes, and wanted to make the world a healthier place. Thus, action projects for

sustainable development are important enough for teachers to spend the time. So, my

recommendations focus on how teachers, schools and teacher preparation programs can

support these projects. They are described below.

1. It is essential for teachers to commence and facilitate action projects for

sustainable development with students. Teachers must understand that

their identity and experiences will influence their teaching. Teacher

preparation programs need to connect and involve teacher candidates’

life experiences into their courses. “Students not only develop civic

participation skills, values and attitudes; they also develop firsthand

knowledge of the topics they are studying in the curriculum” (Wade,

2000, p. 10).

2. Although pre-service education cannot completely prepare teachers

specifically to teach students about action projects, in it lies

opportunities for teacher candidates to experience teachers and

classrooms who are encouraging students to complete action projects

for sustainable development. This would alter the way teachers

introduce action projects to their students. “The three R’s –

Recognition, Relevance and Respect are critical components of

creating an organizational culture that supports continued youth

engagement. Work and efforts that feel meaningful and relevant to

participants are more likely to be embraced and show results”

(Hoffman & Staniforth, 2007, p. 41). Students would have more

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influence and involvement and would own their meaningful and

relevant action projects for sustainable development.

3. Relationship is at the heart of teaching and learning. Encourage both

teachers and students to develop relationships with each other and

model collaboration in faculties of education, during internship, and as

a staff and faculty.

4. A primary fidelity to all people should guide our thinking during

teaching and learning. It is important to teach people to care and to

learn what it means to be cared for. Also, in teacher education

reciprocate an ethic of care and encourage relations between people

and their communities so they feel connected to one another and where

they live (Noddings, 1992). Allow students off site experiences to

engage in the community with opportunities for shared responsibility to

build authentic partnerships.

5. In teacher education, exemplify that students have a voice and include

them in their learning. “To be democratic implies orienting subject

matter to student culture – their interests, needs, speech and perceptions

– while creating a negotiable openness in class where the students’

input jointly creates the learning process” (Shor, as cited in Claus &

Ogden, 1999, p. 71). Thus, in the program provide a safe space for

teacher candidates to have a voice and allow them to be heard.

6. Accentuate an affinity for acting, doing and respect for all. Teach

teacher candidates to interact with their community by being involved

and moving to action in their homes, neighbourhoods and communities,

and of course schools.

Suggestions for Future Research

This study describes the experiences of students who attended the youth forum

and completed action projects for sustainability in either a curricular or an extracurricular

manner. These findings suggest further avenues for research.

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1. This study reflected some high school student’s experiences with action

projects for sustainable development in Saskatoon. It would be

interesting to do this same study with participants from elementary

schools in Saskatoon and compare the results. What are the experiences

of elementary students in carrying out action projects for sustainable

development? What are their challenges? What supports are available

for these different age groups?

2. It would be interesting to do the same study with participants from other

national and international rural and urban settings to tease out the

dominant discourses in rural settings that are different from those

dominant discourses in urban settings. Further research could be done

asking such questions as: How are the experiences of rural students

similar or different to those students who live in an urban setting? Do

the participants in other areas of the world have similar or different

challenges than the Canadian students? How do their experiences with

their action projects for sustainable development compare?

3. The relationship between the youth forum organizers and the students

who attended the youth forum was integral to supporting the students as

they worked on their action projects for sustainable development. It

would be interesting to listen to students’ voices should this support

change or should the organizers be the students themselves. More

specifically, what experiences would students have if they organized

and orchestrated the youth forum at their own schools? How would

community support compare? What would the school system do to

ensure that students would be offered such wonderful opportunities like

the youth forum for sustainability and how would they sustain these

opportunities?

4. The relationship between school and community and the students and

their community was integral to the students’ successful completion of

their action projects for sustainable development. Participants talked

about the community ‘experts’ at the youth forum and the many

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community organizations, businesses and social groups that helped

them with their projects. It would be interesting to do such research that

deals with what are the expectations of the community and these

‘experts’ from the students’ perspective and what are the expectations

of the students from the community’s perspective? Furthermore, a

study within the community investigating the supports for students to

explore, learn and volunteer in their community and the school’s role in

community learning.

5. The participants in this study described completing their action projects

for sustainable development during both curricular and extracurricular

hours. A closer examination of the dominant discourse of schools to

determine what might affect how teachers and students can imagine

other ways of being would be an interesting study. For example, why

do some teachers and schools value action projects for sustainable

development to devote class time to them, but some schools do not

provide any support for students working on their action projects as an

extracurricular?

6. Students in this study were able to choose their own action projects and

provide their own direction for their action projects for sustainable

development. It would be an interesting study to compare student

created, student led action projects and teacher created, teacher led

action projects for sustainable development. Why do the students

complete the action project? How do teachers get students to ‘buy into’

the project? Where is the motivation for successful completion? How

do we measure success?

7. A minor point raised in the study was the positive change that doing

these action projects had created in the students’ classrooms and why

they could not have had this opportunity earlier in their schooling.

Further research could be done within this area asking the question:

Why do some students get the opportunity of working on action projects

for sustainable development and others do not? Specifically, why are

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teachers in the school system not teaching their students to take action?

What are the expectations of teachers from a teacher’s perspective?

From an administrative perspective? From a parental perspective?

8. This study exemplified some of the frustrations students found with

teacher education practices and further research could be done in this

area. Why are teacher candidates not being taught to teach students to

take action? Are teacher candidates developing these skills in their

teacher education program to teach students about action projects for

sustainable development? If not, why not? What do people do if they

want to teach about sustainable development? What supports do

teachers have regarding teaching action projects for sustainable

development?

9. The participants of this research who were being graded on their action

projects described how they were not concerned about evaluation

during the completion of their action projects for sustainable

development. How does marking/grading/evaluating their action

projects affect students? Specifically, how does it affect the effort they

put forth on their action projects and how does it affect motivation? Do

they feel a loss of ownership for their projects since it is being judged?

When it comes to evaluation of action projects for sustainable

development, would authentic assessment be superior? How does

students’ maturity, age and alternative programming affect assessment?

10. This study touched on the school system and the students’ realization

that it is not flexible. How does school system change relate to

changing the curriculum and how teachers are teaching students? Why

are some teachers stagnant in their growth? Why are some teachers so

willing to change? Why are action projects for sustainable development

not found in the curriculum? Why is sustainability not explicitly

threaded throughout the curriculum?

11. This research study reflected students’ experiences with action projects

for sustainable development as a result of attending a youth forum for

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sustainability. It would be interesting to research a community forum

for all ages of people, not just youth. What experiences would they

have? How would they support each other? If students worked

together with all people in a community atmosphere, how would their

challenges differ? By working in collaboration, how would it be

reflective of our workforce today? What skills or supports would

people learn from one another?

Reflection

Perhaps one of the most important elements of this thesis lies in this final

reflection. From the writing of this thesis, I have come to recognize and realize some of

the personal prejudices I have had. Although I identified my personal biases in the

beginning of the study, I did not realize until the end of the study the extent of these

biases. By encouraging students “to be the change they wanted to see in the world”

(Ghandi), I realized I also needed to personally make changes in my life.

Upon entering the College of Education as a graduate student, I did not go to the

bookstore and invest in the books my professors set out in the course syllabus as I once

did as a bachelor’s student. Instead, I signed the ‘Sustainability Pledge’ on the campus’s

Facilities Management Division sustainability online site. It reads, “I pledge to explore

and take into account the social and ecological consequences of my decisions.

Furthermore, I pledge to use the knowledge that I gain while at the U of S to improve

sustainability of the communities in which I live, learn and work.” Taking this pledge

profoundly changed not only my thoughts, but my actions. I came to the realization that I

needed to always be conscious of the decisions I make and the profound consequences of

those decisions. I believe this was the beginning of my ontology changing to be more

aware of the dominant discourse in my life, in grad school, in schools that I am a part of

and in our society. I also think that my worldview and my views towards thinking about

schools and teaching has changed. Throughout my time as a graduate student and as a

result of this research study, I believe my ontology has changed to be more aware of the

ways to implement action projects in schools, in classrooms and in the curriculum. I

believe I am more aware of the value of action projects for sustainable development and I

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am more aware of the students’ being able to own those projects, create them and see

them through. Also, as a result of this research study, I highly value teachers’ positive

influence and the enormous and influential role they play in supporting students’ as they

allow students to create, manage and complete their action projects in their classrooms.

I began emailing people who were going to be in my classes, meeting them and

discussing personal experiences with them. I vowed to help my friends, my peers and my

colleagues through their classes, their difficulties and talk with them about life and

various teaching experiences. Since I already walked and cycled many places, I

promised myself that as I was walking and biking, I would smile and greet every person

when I would see them. It was my goal to turn a ‘keep to yourself’ neighbourhood into a

respectful one where people would at least acknowledge the presence of others. I tried to

turn my at times impatient neighbours who drove by in their big Escalades, Explorers,

and Equinoxes nearly hitting me, into people who felt something about their street. I

went canvassing door to door for many different organizations, shoveled the sidewalks

and street, raked leaves and continually waved to the shadows in their gas-guzzling

vehicles as my ‘small town’ efforts were ignored. I still have not lost hope and it is still

my vow to greet people on my walks and bike rides.

While I have been composting for a very long time, 20 years at least and

counting, I promised myself that I would commit to cleaning up my neighbourhood. I

pick bottles and garbage as my Mom and I go for walks and everyone probably points

and looks and perhaps calls me the ‘garbage lady’, but deep down I know that we are

only one species of this great Earth, Mother Earth, and I care. I have now influenced

others to do the same and I am proud. I feel that by donating my time, talent and treasure

to others, to school, to students and to my community, I can recognize and hope that we

will all, with our body, heart and soul live in harmony with all things and with all people.

Also, from this study I have recognized the importance of sharing my thoughts

and opinions with someone; I have learned how important it was for these students, my

research participants, to be heard. Claus and Ogden, in a book on service learning for

youth empowerment, wrote “reflection helped them [the students] to understand their

experience” (Claus & Ogden, 1999, p.172). In conclusion, students came to a richer

understanding of their experiences due to the research – according to Claus and Ogden.

85

What I now see more clearly is: The complexity of sustainable development and

the education associated with it are acknowledged by Scott and Gough (2003) who note

that “we do not yet know what we shall need to learn in relation to sustainable

development … perhaps what we need to be taught is how to learn and how to be critical

in order to build our collective capacity to live both sustainably and well” (p. xiv).

In this, my final paragraph, I want to thank the participants in my study for

teaching me these lessons. Through their words, conversations, and perspectives of their

experiences, I was allowed to informally witness their challenges and feel their emotions

through their descriptive struggles. Observing them and allowing their voices to resound

within my research study, my thoughts, and my life was a profound place for me to

progress. My final words are “thank you” to the students and to my fiancè, my parents,

my family, friends, peers, colleagues, and my supervisor for being there to listen to my

voice and allowing it to have meaning. I am forever grateful to what lies within me!

86

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Appendices

Appendix A: Parent Consent Form

CONSENT FORM

Your child is invited to participate in a research project entitled “Students’

Voices’ and Experiences with Action Projects for Sustainable Development.” Please

read this form carefully, and feel free to ask questions you might have.

Researchers:

Dr. Janet McVittie

Department of Curriculum Studies

Ph. 966-7582

Email: [email protected]

Sharla Scyrup


Ph. 955-5758


Purpose and Procedure:

The purpose of this research project is to provide student’s voice, experiences and

perspectives to the research field that involves student action projects for sustainable

development. Your child is being invited to participate in this research project because

s/he has been involved in the Youth Forum 2008 and is part of the classroom or extra

curricular group where action projects for sustainable development are taking place.

As part of students’ action projects, Ms. Sharla Scyrup will be facilitating students

in a private online discussion board where they will discuss their progress on their

projects. This discussion board is not part of the research study. All students who

participated in Youth Forum 2008 are invited to participate in the online discussion

board. Ms. Scyrup’s role will be to monitor online “netiquette” and to suggest supports

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when students seem unable to overcome a barrier. Online discussion board will help

shape focus group conversations.

Students will receive secure guest user accounts through the ITS (Information

Technology Services) division at the University of Saskatchewan that will be password

protected and will be responsible to adhere to appropriate online behaviour and conduct.

Such appropriate behaviours include, but are not limited to:

o Students will treat each other with care and respect at all times.

o All users shall use language appropriate for school situations.

o Conversation is to focus on action projects for sustainability.

o Only students who attended Youth Forum 2008, and were given access to

the discussion board, and Ms. Scyrup will be able to read the discussion.

No one else is permitted access.

As part of the research project, Ms. Sharla Scyrup will conduct focus group

interviews. Each focus group consists of approximately four to six students and will last

for up to one hour. Participants will be asked about their opinions, perspectives and

experiences towards the Youth Forum 2008 and their action projects for sustainability.

The focus group interviews will take place over lunch or at a mutually agreed upon time

at your student’s school; interviews are not part of classroom activities. The interviews

will be audio taped to help track the conversation.

Potential Benefits:

Being asked about their beliefs, attitudes and experiences with action projects for

sustainability will give participants an opportunity to reflect on their own experiences and

their possible interest. In addition, listening to other participants' opinion may develop a

sense of awareness of the similarities and differences within their school community.

However, there is no guarantee that your child will benefit from her or his involvement in

this research project.

Knowing the students' beliefs and experiences about the Youth Forum and about

the action projects for sustainability, will allow the researchers to provide student’s voice

to the field of education and make improvements to the Youth Forum and the way that

action projects are introduced and completed.

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Potential Risks:

Should your child, for some reason, feel uncomfortable, s/he can discontinue

participation at any time without penalty.

One possible risk of the focus group interviews is that your child may feel

uncomfortable in sharing his or her opinions in front of others. Your child may feel

uncomfortable expressing her or his beliefs if another participant has expressed a

different opinion. The interviewer will tell the students that what is said in the group is to

remain confidential, and will encourage students both to hold what others say in

confidence, but also to remember that confidentiality cannot be guaranteed. Your child

does not need to respond to any question s/he does not want to respond to.

Storage of Data:

All research data including the audio tapes and transcripts will be securely stored

in a locked cabinet at the University of Saskatchewan. Only the researchers will have

access to the data. All computer files associated with the data will be password protected

for confidentiality. The audiotapes will be kept for five years, and will be destroyed

afterwards.

Confidentiality:

Although direct quotations from the focus groups will be used in the research

reports and any publication about the research projects, participants will choose their own

pseudonyms, and all identifying information, such as the name of the school, the

teachers, and the principal will be altered into pseudonyms. If at some later point (up to

June 2008), your child has any second thoughts about her or his responses, s/he can

contact the researcher, who will remove them from the data base.

The researchers will undertake measures to safeguard the confidentiality of the

focus group interviews, but cannot guarantee that other members of the group will do so.

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Right to Withdraw:

Your child’s participation in the study is entirely voluntary. Even though you and

your child agree that s/he will participate, both of you can still change your minds later.

Your child is free to answer only those questions with which she or he feels

comfortable. Your child can withdraw from participating from the research project at

any time without any penalty. Your child's decision to withdraw from the research project

will not affect anything, including his or her grade at school. If your child withdraws

from the research project at any time (up until June 2008), any data that s/he has

contributed will be destroyed.

Questions:

If you have any questions concerning the research project, please feel free to

contact the researchers at the numbers provided above. This research project has been

approved on ethical grounds by the University of Saskatchewan Behavioural Research

Ethics Board on February 14, 2008. Any questions regarding your rights as a participant

may be addressed to that committee through the Ethics Office (306-966-2084). Out of

town participants may call collect.

Consent to Participate:

I have read and understood the description provided; I have had an opportunity to

ask questions and my/our questions have been answered. I give my consent for my child

to participate in the research project, understanding that I or my child may withdraw

consent at any time. A copy of this Consent Form has been given to me for my records.

___________________________________ ______________________________

(Name of Child) (Date)

___________________________________ ______________________________

(Signature of Parent or Guardian) (Signature of Researcher)

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Appendix B: Student Assent Form

You are being invited to be part of a research project entitled “Students’ Voices

and Experiences with Action Projects for Sustainable Development.” Please read this

form carefully, and feel free to ask questions you might have.

Researchers:

Dr. Janet McVittie


Ph. 966-7582


Sharla Scyrup


Ph. 955-5758


Why we are doing the research project?

This research project tries to understand how students like you think about action

projects for sustainability. We want to know students’ opinions about the Youth Forum

2008, such as what interests you, what kinds of activities you do, and how the Youth

Forum can further help you in your projects and empower you and other students as

action leaders. This research project will help us understand your opinions and

perspectives about action projects for sustainability, and how adults can help and support

students as they plan, develop and especially complete their action projects. It will help

us develop and design more interesting ways to support students as action leaders.

Do I have to participate?

This research project is not part of your classroom activities. It is up to you

whether you want to be part of the project. No one will force you to participate in the

project. Even if you agree to be part of the project, you can still change your mind later.

No one will be upset or punish you if you choose not to be part of the project now or

withdraw later.

ASSENT FORM

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What will happen to me in this research project?

If you agree to participate in this research project, you will be asked to take part in

a group discussion. This group will consist of one interviewer, Ms. Sharla Scyrup, and

approximately four or six other students. The group discussion is not part of any

classroom activities, and will take place out of class time. It will take up to one hour and

it will be audio taped. You are free to answer only those questions with which you are

comfortable. What you say during the discussion will not be shared with your parents,

your teachers or classmates outside the focus group. It is courteous to your peers not to

share comments made during the discussion to others outside the focus group.

You have been invited to participate in an online discussion board as part of your

action project. Although Ms. Sharla Scyrup is involved in this discussion board, this is

not part of the research. Themes for focus group conversations might arise from the

online discussion board, but nothing that is written there will be reported as part of the

study.

The data from this research project will be published and presented at

conferences, and direct quotations from the focus groups will be reported. However,

your identity will be kept anonymous. Although we will report what you will say during

the discussion, your real name will not be used in the report. If at some later point, you

have any second thoughts about your responses, you can contact the researcher, who

will remove them from the data base. This will only be possible up to June 2008.

Is there any potential for harm?

Nothing in the research project itself should cause harm to you. However, you

might be worried that other students in the group might share your opinion outside the

group. You might feel uncomfortable sharing your opinion if it is different than other

student's opinions. You need only answer any question you feel comfortable answering.

If after the group discussion, you change your mind about something you said, you can

let Ms. Scyrup know. No one will be upset and you will not get any penalty for changing

your mind. You may change what you said in the transcripts, or you may withdraw from

the study.

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Will I like participating in the research project?

We hope that you will like the focus group conversations, but we cannot tell you

whether you will like it or not. You might believe it is important to let teachers know

about your own opinion towards action projects for sustainability. You may also enjoy

learning that others have had similar experiences to you or you may like to hear other

student’s conversations that may help you with your project. You might also like to know

other students’ opinions during the group discussion.

Who will know that I take part in the research project?

Other members of the focus group, your parents, and Ms. Scyrup will know that

you have participated in the research project. You will choose a pseudonym for yourself

for when the results are published.

Signature:

If I sign my name at the end of this document, it means that I agree to participate.

I also agree that I will not share any content of the focus group discussions with other

people. I understand that I may withdraw consent at a later date if I choose to.

___________________________________ ______________________________

(Name of Student) (Date)

___________________________________

(Signature of Researcher)

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Appendix C: Transcript Release Form

You have participated in the research project entitled “Students’ Voices and

Experiences with Action Projects for Sustainable Development.” Please read this

form carefully, and feel free to ask questions you might have.

Researchers:

Dr. Janet McVittie


Ph. 966-7582


Sharla Scyrup


Ph. 955-5758


I appreciate your participation in my research study on your experiences with

action projects for sustainability. I am returning the transcripts of your audio taped focus

group interviews so you can read them. I will adhere to the following guidelines that are

designed to protect your confidentiality and interests in the study.

Would you please read and recheck the transcripts for accuracy of information.

You may add or clarify the transcripts to say what you intended to mean or to include

additional comments that will be your words. You may also delete any information that

you may not want to be quoted in the study.

All research data including the audio tapes and transcripts will be securely stored

in a locked cabinet at the University of Saskatchewan. Only the researchers will have

access to the data. All computer files associated with the data will be password protected

TRANSCRIPT RELEASE FORM

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for confidentiality. After completion of the study, the audiotapes will be kept for five

years, and will then be destroyed.

Participation in this study is voluntary, and you may withdraw at any time without

penalty. If this happens, the tape recordings and interview data will be destroyed.

I,__________________________________, have reviewed the complete

transcript of my individual portion of the focus group taped conversation in this study,

and have been provided with the opportunity to add, alter, and delete information from

the transcript as appropriate. I acknowledge that the transcript accurately reflects what I

said in my focus group interview with Ms. Sharla Scyrup. I hereby authorize the release

of this transcript to Ms. Sharla Scyrup to be used in the manner described in the Consent

Form. I have received a copy of this Data/Transcript Release Form for my own records.

________________________ ________________________

Name of Participant Date

_________________________ _________________________

Signature of Participant Signature of Researcher

Appendix D: Sample letter to the School Boards

Letter of intent – School Board

January 2008

Dear _________________________________:

Please accept this as my official request to use ___________________________

School Division as the site for my thesis research.

My thesis topic is “Students’ voice and experiences with action projects for

sustainable development”. I am specifically interested in the experiences and

perspectives of students involved with action projects for sustainability and how they can

be supported to facilitate the navigation to their goals.

Being involved in the Youth Forum 2008 encourages students to develop action

projects which will make a positive difference in their community (be it local or global)

for one to four of the pillars of sustainable development: social justice, environmental

stewardship, economic development, and culture. The main goal of the forum is to help

students become empowered to take action to create more sustainable communities and to

share responsibility with youth in selecting, organizing, planning and implementing

action projects. The youth forum will ensure that students learn about action project

planning, will support students taking action in creating long-term sustainable

communities, and will promote their successes. Ultimately, we have the potential to

empower youth, especially at the youth forum encouraging them to actively participate in

dialogues about sustainability issues (local or global) and to take appropriate action,

knowing that they can make a positive difference.

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In this way, projects will lead to a cleaner environment, a vibrant economy and

greater social equity. By inviting youth, and their teachers, as well as community

members and NGO’s, there will be a cooperative effort towards sharing responsibility for

our sustainable society. Students should understand they are the stewards of

Saskatchewan’s future. These projects should lead students to become provincial,

national or global leaders on issues of sustainability.

My thesis topic is students’ voices and experiences with action projects for

sustainable development. I am involved with the Youth Forum 2008 and will observe the

students during their time at the U of S participating in the Forum’s workshops. Students

will also be involved in an online learning community with other students who will

participate in the Youth Forum 2008. The online discussion community is not part of this

research study. Rather it is a process set in place for students within and across schools

to support one another towards completing their action projects. The online learning

discussion board will be secure, with only Youth Forum 2008 participants and myself

having access to the site. Youth Forum 2008 students will receive secure guest user

accounts through the ITS (Information Technology Services) division at the University of

Saskatchewan that will be password protected and students will be responsible to adhere

to appropriate online behaviour and conduct.

Teachers will be involved in their own online learning community discussion

board in order to support and encourage one another as they facilitate their students in

completing their action projects for sustainable development. Teachers will receive

secure guest user accounts through the ITS (Information Technology Services) division at

the University of Saskatchewan that will be password protected and teachers will also be

responsible to adhere to appropriate online behaviour and conduct.

I will be informing teachers with a weekly email as to the highlights of student

discussion boards, excluding names and all other identifying information. Teachers will

then be invited to post or send the weekly highlights to parents keeping them informed.

I also would like the opportunity to observe students working on their action

projects. Also, I will be conducting audio taped focus group conversations with

approximately four to six students in focus groups at noon hour or after school

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approximately four times through the semester. Conversations will be about their

experiences with the action projects for sustainability.

I would also like to observe student action groups once or twice a week from

February until June, 2008. Students will choose their pseudonyms so that their own

confidentiality and all other identifying information, such as the name of the school, the

teachers, and the principal will also be altered using pseudonyms so their interests will be

protected.

The research will consist of observations, field notes and focus group interviews.

I feel the knowledge that I acquire will be of future value to students, teachers and

administration in the ________________________________________ School Division.

If you have any questions, comments or concerns, please feel free to contact me at

home by calling 955-5758 or email me at [email protected]. You can also contact

my supervisor Dr. Janet McVittie at 966-7582 or email her at [email protected].

Thank you for your consideration of this request.

Yours sincerely,

Sharla Scyrup

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Appendix E: Sample Focus Group Questions

Focus Group No. 1 Questions:

Questions arose as themes emerged and from group observations. However, the

following questions were addressed in the first conversation:

1. Why did you get involved?

2. What prompted you to choose the project you did?

3. What projects have you been involved with in the past and how have they helped

to contribute to this project that you are currently working on?

4. In what ways do you see your group coming together as a team? What more

might you do to support yourselves as a team?

5. Have you participated in the online discussion board? In what ways has the

discussion board facilitated your work? In what ways has it hindered your work?

6. What are you hoping to learn?

7. In what ways have your teachers and your community supported you as you

progress in your project? How can we (as in the Youth Forum folks, or your

teachers, or your community) better support you and your group as you work on

your project?


Questions will arise as themes emerge from the first focus group that will lead to

various questions to be asked for the next focus groups’ questions. (Questions will always

be phrased in the positive, and will always be focused on the action projects.)


Questions will arise as themes emerge from the second focus group that will lead

to various questions to be asked for the next focus groups’ questions. (Questions will

always be phrased in the positive, and will always be focused on the action projects.)

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